Framing Civic and Citizenship Education for the Twenty-First Century

Kennedy, Kerry John

doi:10.1007/978-981-13-6386-3_1

Cited by 2 publications

(3 citation statements)

References 10 publications

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“…Reacting to increasing societal polarization, violent attacks on democracy, and the threat of terrorism, governments internationally have drafted national action plans and policies for the prevention of violent radicalization and extremism, many of which also involve the education sector (Niemi et al, 2018; European Commission, 2020; Finnish Ministry of the Interior, 2020; Grossman et al, 2017; Sukarieh and Tannock, 2015; Weine et al, 2015). This relatively novel task administered to educational institutions also adds a sense of urgency and an additional layer of complexity to education on global citizenship (GCE) (Biccum, 2018; Kennedy, 2019).…”

Section: Radicalization and Educationmentioning

confidence: 99%

“…However, both approaches can be problematic from the perspective of global citizenship education that encourages young people to participate in the transformation of society (e.g. Biccum, 2018; Johnson and Morris, 2010; Kennedy, 2019; UNESCO, 2021). The focus on risk assessment easily leads to unequal treatment of students and increased stereotyping and limits the scope of educational discussions and freedom of expression (e.g.…”

Section: Radicalization and Educationmentioning

confidence: 99%

“…Radicalization into violent extremism is a global phenomenon that may well threaten equality and social justice – the core values on which citizenship in democratic societies is founded (Kennedy, 2019). Individuals and groups viewed as ‘radicalized’ typically hold strong ideological visions of social justice and citizenship in an ‘ideal society’ in which the alleged injustices would be rectified (e.g.…”

Section: Introductionmentioning

confidence: 99%

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Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education

Benjamin¹,

Koirikivi²,

Salonen

et al. 2023

Education, Citizenship and Social

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As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16–19 in vocational institutions through a mixed methods research survey ( n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion.We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality.

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Section: Radicalization and Educationmentioning

confidence: 99%

Section: Radicalization and Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education

Benjamin¹,

Koirikivi²,

Salonen

et al. 2023

Education, Citizenship and Social

View full text Add to dashboard Cite

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Latent democratic potential: reflections on contemporary citizenship education in Singapore

Chia,

Neoh

2024

Curric Perspect

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Democratic citizenship education aims to empower students for active participation in democratic deliberation and meaningful public action. However, defining 'democratic' is complex, and ideals vary. Singapore's education system has faced criticism for perceived shortcomings in preparing students for democratic engagement. Concerns include a lack of understanding of democracy, a tendency to accept hierarchy without critical assessment, and a superficial grasp of citizenship concepts. The social studies curriculum and overall school environment are often seen as limited in fostering democratic involvement. This is attributed in the literature to a lack of explicit commitment to democracy in Singapore's citizenship education. Instead, the system appears to lean towards uncritical adherence to national values and commitment to the nation. This paper challenges the focus on formal citizenship education by exploring the potential for democratic engagement within the broader Singapore curriculum. It argues that implicit democratic values emerge through initiatives like "Thinking School, Learning Nation" and the 21st-century competencies framework, fostering critical thinking, which is crucial for developing democratic dispositions. The analysis of alignment between competencies in Singapore education initiatives and those crucial for contemporary democratic participation offers a nuanced understanding of citizenship education beyond its traditional link to notions of liberal democracy. The paper contributes to debates about democracy's relevance in non-liberal democratic contexts, enriching our understanding of alternative pathways to civic engagement and possible futures for democratic citizenship.

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Framing Civic and Citizenship Education for the Twenty-First Century

Cited by 2 publications

References 10 publications

Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education

Safeguarding social justice and equality: Exploring Finnish youths’ ‘Intergroup Mindsets’ as a novel approach in the prevention of radicalization and extremism through education

Latent democratic potential: reflections on contemporary citizenship education in Singapore

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