Discovering democracy: an analysis of curriculum policy for citizenship education

Criddle, Elizabeth; O’Neill, Marnie

doi:10.1080/0140672042000224943

Cited by 2 publications

(4 citation statements)

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“…The CCE project places a 'growing emphasis on the promotion of civic awareness and individuals' rights and responsibilities embedded in discourses of citizenship ' (Garratt and Piper, 2008), highlighting the conflicting discourses in approaches to citizenship education (Criddle et al 2004) which 'permeate both policy production and policy practices across all levels' (p. 32).…”

Section: Civics Education As Thin Democracymentioning

confidence: 99%

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‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia

Zyngier

Traverso

Murriello³

2015

Research in Comparative and International Education

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This paper compares and contrasts pre-service teachers' (PSTs) beliefs about democracy in Argentina and Australia. While there are many important studies of how school students understand democracy and democratic participation, few have studied what teachers, and especially pre-service teachers, think about democracy. This paper uses a mixed methods approach to present quantitative and qualitative responses to the contrasting understandings of democracy from an established and a newly emerging democracy. Determining the linkage between education and democracy is important as it has implications for how our children will relate to democracy both in the classroom and in society as future citizens.

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Section: Civics Education As Thin Democracymentioning

confidence: 99%

“… 11. Others have referred to democratic binaries such as weak and strong (Swift, 2002), passive and active (Criddle et al, 2004), minimalist and maximalist (McLaughlin, 1992). …”

mentioning

confidence: 99%

‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia

Zyngier

Traverso

Murriello³

2015

Research in Comparative and International Education

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“…The main source of data collected during this stage was a series of interviews conducted with staff making up the product trajectory. The idea of the product trajectory is adapted from Criddle et al (2004) who used a hierarchical policy trajectory to determine reaction to a new citizenship curriculum in Queensland, Australia. Criddle et al's (2004) policy cycle is seen as continuous, an idea that is consistent with the cyclical nature of action research.…”

Section: Methods Of Data Collectionmentioning

confidence: 99%

“…Furthermore, the separation of the product trajectory into macro, meso and micro levels, as was also the case in Criddle et al's (2004) study, aligns with CALx and its consideration of the macro and micro worlds. Also, as a result of the interviews at each of those levels, there was the possibility of differentiating opinions of participants at each of these levels since they inhabit different worlds and have opinions with different situated meanings (Criddle et al, 2004).…”

Section: Methods Of Data Collectionmentioning

confidence: 99%

Developing Critical Materials for a Mainstream EFL Textbook – a Disruptive Innovation?

Philip¹

2015

IJBMTE

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This paper will outline the findings of a small-scale research project and will start by introducing the literature related to the theory of critical pedagogy as a means of developing textbook content. Such critical content can enable students to question the status quo and their role in society, potentially increasing their awareness of social issues that directly affect their lives. This will be contrasted with the Frontrunner series, a mainstream, commercial and aspirational textbook for teenage learners between 14 and 17 years of age. Arguments will be presented indicating such mainstream and aspirational content prevents the discussion of social issues within EFL classrooms, whereas there should be more of a union of L2 language development and awareness of current social issues. Consequently, a "critical issues supplement" extending one of the mainstream Frontrunner units and discussing homelessness was developed in an attempt to provide such a union. The research questions were developed to determine the exiting knowledge of critical pedagogy as well as reaction to the critical issues supplement. This gave rise to the identification of various implications relating to critical pedagogy in contexts that may be seen as unfavourable to such a transformative methodology.

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Discovering democracy: an analysis of curriculum policy for citizenship education

Cited by 2 publications

References 0 publications

‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia

‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia

Developing Critical Materials for a Mainstream EFL Textbook – a Disruptive Innovation?

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