Introduction to the Sage Handbook of Education for Citizenship and
Democracy

Arthur, James; Davies, Ian; Hahn, Carole L.

doi:10.4135/9781849200486.n1

Cited by 46 publications

(39 citation statements)

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“…It does so by borrowing from 'education for citizenship' (Arthur, Davies & Hahn, 2008;Osler, 2012;Osler & Starkey, 2006;Qualifications and Curriculum Authority, 1996) and by drawing upon practices of 'intercultural communicative language teaching' (Byram, 1997;Liddicoat & Scarino, 2013). At the same time, it extends the scope of citizenship education beyond the notion of citizenship of a (nation) state and into intercultural citizenship (Byram, 2008(Byram, , 2012.…”

Section: Introductionmentioning

confidence: 99%

A curriculum for action in the community and intercultural citizenship in higher education

Porto

Byram

2015

Language, Culture and Curriculum

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(2015) 'A curriculum for action in the community and intercultural citizenship in higher education.', Language, culture and curriculum., 28 (3). pp. 226-242. Further information on publisher's website: Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractThe purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so the educational aims of foreign language teaching -as well as its instrumental purposes -can be met and the scope of citizenship education is extended to include intercultural citizenship. The project was located in Higher Education in Argentina, where 76 students were learning English, and in Britain, where 23 students were learning Spanish. It focused on human rights violations during the football World Cup that took place in Argentina in 1978 during a period of military dictatorship and it was carried out in 2013 during a fourth-month period. Data were collected then and comprise documentary data (posters, powerpoints, videos, etc.) and conversational data (online communication between the Argentinian and British students using Skype). This article describes the processes of the project and the ways in which students reacted, particularly the Argentinian students who felt personally involved, and demonstrates how the combination of language and citizenship education, when given the additional viewpoint of an insider and outsider perspective, leads to significant developments in learners' lives: an identification with a transnational group and perspective, and a willingness to become directly and critically involved in action in the community.

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Section: Introductionmentioning

confidence: 99%

A curriculum for action in the community and intercultural citizenship in higher education

Porto

Byram

2015

Language, Culture and Curriculum

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“…Se han realizado numerosas investigaciones en torno a la enseñanza de la ciudadanía en el ámbito internacional (Arthur, Davies & Hahn, 2008) y, en menor medida, como contenido de las Ciencias Sociales, Geografía e Historia (De Alba, García Pérez y Santisteban, 2012;Estepa, 2009). Sin embargo, son más escasas las que relacionan la enseñanza de la Historia y la memoria, destacando, entre otros, los estudios de Carretero, Rosa y González (2006) para España y América, de Ienaga (2001) para Japón, de Lässig (2009) respecto a Alemania y de Mattozzi (2008) en referencia a Italia.…”

Section: Marco Teóricounclassified

Ciudadanía y memoria histórica en la enseñanza de la historia: análisis de la metodología didáctica en un estudio de caso en ESO

Algarra

Giménez

2016

rie

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<em>Mediante un estudio de caso, analizamos cómo se enseña ciudadanía y las dimensiones de la memoria en una clase de Geografía e Historia de 4º de ESO. Para ello, con el apoyo del programa de análisis cualitativo “Atlas ti”, se lleva a cabo una categorización de las informaciones transcritas de la entrevista de concepciones al docente, del registro de audio sobre el desarrollo de las clases, del material curricular utilizado como guía principal en el aula, de los cuestionarios de percepción discente y de la entrevista final de reflexión docente. Con estas cinco fuentes de información se realiza una doble triangulación para contrastar las interpretaciones del docente, el investigador y los estudiantes. El caso de estudio potencia el debate en el aula y da una importancia destacada a la memoria histórica, estableciendo un vínculo intenso entre el recuerdo de terceras personas y la enseñanza de la Historia</em>

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“…He quotes Brian Gate" paper and explains "citizenship depends on belief and values, and these are both religious and moral. Therefore, citizenship education which pays scant attention to process and content of both moral and religious believing is likely stumble, for therein lie the springs of active citizens" [14]. He mentioned that Christianity is not relating only to secure values and moral in democratic states but also relating to the fundamentals for students" social actions as active citizens such as "seek justice" or "promote human rights."…”

Section: B Community Participation and "Dispositions"mentioning

confidence: 99%

Citizenship Education for Sustainable Development: Theoretical and Practical Approaches for Project ESICS

Taniguchi¹,

Nakano²

2017

IJIET

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Societies), which aims to develop educational programs for developing countries. They are now under high economic growth and rapid changing of the societies. However, at once, these countries are facing many social issues, such as economic gaps, destroying their cultures and community bund and bubble economy. They should find out alternative development differ from western ways and recent china way. We are going to develop educational programs that young generations can find out alternative ways and can act as citizens effectively.ESD (Education for Sustainable Development) were promoted under the UN Decade of ESD from 2005 to 2014 world widely. This education became successful in environment and development education. But many programs had three problematic points; 1) they concentrate their interest on environment issues by the perspectives of natural sciences. But many issues concern social sciences. 2) Some of them simply finish with students' determinations. But many real social issues include citizens' dilemma. 3) They emphasized students' personal actions. But we, citizens, also have formal decision making processes. They are more effective on social issues. We should develop students' political literacy for problem solving of social issues we face. Citizenship education has many good practices for political literacy. This paper discusses new possibility of ESD based on citizenship education. Our project ESICS does not remain theoretical discussions. This project includes developing real learning materials, making teacher training seminar programs and education for young engineers.

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Introduction to the Sage Handbook of Education for Citizenship and Democracy

Cited by 46 publications

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A curriculum for action in the community and intercultural citizenship in higher education

A curriculum for action in the community and intercultural citizenship in higher education

Ciudadanía y memoria histórica en la enseñanza de la historia: análisis de la metodología didáctica en un estudio de caso en ESO

Citizenship Education for Sustainable Development: Theoretical and Practical Approaches for Project ESICS

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