“Riding the citizenship wagon”: Citizenship conceptions of social studies teachers in Singapore

Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement

“…Yet, there is no guarantee that what teachers teach, is what students learn (Biesta, 2011). In addition, despite the 'explosion' (Brooks & Holford, 2009, p. 85) of citizenship literature and initiatives, there is a paucity of research about the ways in which young people actually learn about democracy (Biesta, Lawy, & Kelly, 2009;Biesta, 2011) the role that teachers play in citizenship education (Sim, Chua, & Krishnasamy, 2017), and the types of learning experiences, practices and strategies that enable young people to actually be critical and creative democratic citizens.…”

“…When integration in mainstream schooling does occur, school-based programmes to stick to 'safe ', 'acceptable' and 'minimal' (McLaughlin, 1992) forms of civic action, such as 'fundraising, fasting and having fun' (Bryan, 2011), recycling, planting trees or supporting established community organisations (such as a Foodbank). Much less frequently do young people participate in 'justice-oriented' forms of active citizenship which challenge the status quo (Akar, 2012;Kahne & Westheimer, 2006;Levinson, 2012;Sim et al, 2017;Westheimer & Kahne, 2004). Given these tendencies towards 'minimal' forms of active citizenship within schooling contexts, our research aimed to identify pedagogical approaches which have the potential to promote critical and transformative citizenship actions.…”

Sosyal Bilgiler Öğretmenlerinin Vatandaşlık Tiplerinin Belirlenmesi

“…VTOC, overlaps with Öztürk's (2019) patriotic narrative, Thornberg and Oğuz (2016) conservative citizen, Sim, Chua, and Krishnasamy (2017) character-oriented citizen, Castro (2013) citizenship to your discipline, Caymaz (2007) devoted citizen Sears & Hughes (1996) nation-based citizenship, Zaman (2006) patriotic citizenship, Leenders, Veugelers, and De Kat, (2008) social cohesion-oriented citizen, Westheimer and Kahne (2004) personal responsibility-oriented citizen, Phipps (2010) ethical, respectful citizen characterization in terms of behavior. The theme of traditional citizenship is frequently seen in other research results in the context of citizenship and citizenship education.…”

“…In ideal citizenship, it is mostly represented by a small number of participants. When the literature is examined, the number of representations in qualitative studies are around one-third, two-fifths, and three-fifths, and one-fifths (Ersoy, 2014a;Sim et al, 2017;Marri et al, 2014;Kadıoğlu et al, 2016). CPOC type can be observed in different research findings.…”

“…CPOC type can be observed in different research findings. Anderson et al (1997) critical citizen, Doğanay (2009) social active citizen, McLaughlin (1992) maximalist citizenship, Thornberg and Oğuz (2016) critical citizenship, Sim et al (2017) social participation and critical reflection, Castro (2013) awareness-based citizen, Caymaz (2007) citizen for himself, Cohen (2013) active citizen, Sears and Hughes (1996) liberal citizen, Kadıoğlu et al, (2016) acting citizen, Leenders et al (2008) critical democratic citizen, Westheimer and Kahne (2004) participatory and justice-oriented citizen types have dimensions that coincide with the citizenship typology revealed in this research.…”