Creating Citizens

Callan, Eamonn

doi:10.1093/0198292589.001.0001

Cited by 772 publications

(56 citation statements)

References 84 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A substantial body of this work deals with theoretically and philosophically entangled questions about the configuration of citizenship through education in democratic societies (c.f. Biesta, 2011;Callan, 1997;Peters, Blee & Britton, 2008;Westheimer & Kahne, 2004). Some of this research emerges from political theory.…”

Section: Research On Citizenship In Educationmentioning

confidence: 99%

Citizenship discourses: production and curriculum

Olson

Fejes

Dahlstedt

et al. 2014

British Journal of Sociology of Education

View full text Add to dashboard Cite

This paper explores citizenship discourses empirically through upper secondary school student's understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen -a knowledgeable citizen, a responsive and holistic citizen and a self-responsible "free" citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.

show abstract

Section: Research On Citizenship In Educationmentioning

confidence: 99%

Citizenship discourses: production and curriculum

Olson

Fejes

Dahlstedt

et al. 2014

British Journal of Sociology of Education

View full text Add to dashboard Cite

show abstract

“…Research on citizenship education emerging from political theory stresses citizenship education in juridical terms -often in terms of a vertical or top down relationship between individuals and the state. Students are understood to learn how to participate in the public sphere as responsible democratic citizens, by understanding human and citizen rights in society and formal aspects of democracy (Callan 1997, Hahn 1998, Feinberg and McDonough 2003. Thus, it is in part through the disciplines that alternatives to this vertical relationship become articulated.…”

Section: Dominant Citizenship and Education Discourses -A Specific Rementioning

confidence: 99%

Opening discourses of citizenship education: a theorization with Foucault

Nicoll

Fejes

Olson

et al. 2013

Journal of Education Policy

View full text Add to dashboard Cite

We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship, by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We thus argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that people already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the 'contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization then is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education, and support exploration of what might be excessive to that confinement.

show abstract

“…Nevertheless, the conception of per- Personal autonomy implies the right to be well-informed about one's life prospects, to be capable of having one's own opinion and to act in compliance with one's own perspectives. Such autonomy requires not only knowledge about the outside world, but also ability for self-reflection and strength of will that make possible the choice of a well-reasoned life strategy [Callan, 1997;Kerr, 2006] .…”

Section: Epistemic Objectives Of Educationmentioning

confidence: 99%

Philosophy of Education: An Overview of Contemporary Foreign Literature

Zavaley¹

2014

View full text Add to dashboard Cite

Abstract.The article gives an overview of foreign research on the key topics in contemporary philosophy of education. The first two sections are devoted to discussing epistemic, moral and political objectives of education. The last section discusses one of the most controversial topics of contemporary philosophy of education-the professional status of teachers. Ability to comprehend critically social and political conditions of formation and spread of knowledge appears to be one of the essential epistemic objectives of education. Attention towards implicit fundamentals of expert knowledge and ability to find relevant information to verify beliefs are epistemic virtues contributing to formation of an autonomous cognizing individual. Among ethical objectives of education, we have traditionally singled out personal autonomy, ability to live a full social and economic life, comprehensive personal development, civic (democratic) competencies, and cooperation skills. The last twenty years, largely due to feminist and communitarian criticism, have witnessed development of an attitude that consists in finding the paramount goal of education in inculcating the ideals of love, care and community spirit, instead of autonomy of a rational individual. Implicitly ethical objectives of education are closely related to "distributive" objectives that define the final provider of teaching efforts. Having analyzed discussions on professionalization of teachers' activities, we conclude that, although teaching is characterized by some prominent features of professional activity, its specific nature makes it difficult to establish distinct criteria of professionalization. Keywords: philosophy of education, epistemic objectives of education, moral and political objectives of education, professional status of teachers.. Most generally, philosophy of education1 is defined, similarly to philosophy of law or philosophy of religion, as an area of philosophical knowledge which studies general issues of the nature, objectives and principles of education [Siegel, 2009. P. 3;Blake et al., 2008.

show abstract

Creating Citizens

Cited by 772 publications

References 84 publications

Citizenship discourses: production and curriculum

Citizenship discourses: production and curriculum

Opening discourses of citizenship education: a theorization with Foucault

Philosophy of Education: An Overview of Contemporary Foreign Literature

Contact Info

Product

Resources

About