The Experts below are selected from a list of 75261 Experts worldwide ranked by ideXlab platform
James Banks - One of the best experts on this subject based on the ideXlab platform.
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human rights diversity and Citizenship Education
The Educational Forum, 2009Co-Authors: James BanksAbstract:Abstract The 60th anniversary of the Universal Declaration of Human Rights is a propitious time for educators to examine its implications for educating citizens in multicultural nation states. The author argues that students must experience democratic classrooms and schools that reflect their cultures and identities to internalize human rights values, ideals, and behaviors. Schools in nations around the world make it difficult for students to acquire human rights ideals and behaviors because they pursue assimilationist goals that do not provide students civic equality and recognition. Citizenship Education needs to be reformed so that it will help students to internalize human rights ideals and behaviors.
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diversity group identity and Citizenship Education in a global age
Educational Researcher, 2008Co-Authors: James BanksAbstract:Worldwide immigration and quests for rights by minority groups have caused social scientists and educators to raise serious questions about liberal assimilationist conceptions of Citizenship that historically have dominated Citizenship Education in nation-states. The author of this article challenges liberal assimilationist conceptions of Citizenship and Citizenship Education. He argues that Citizenship Education should be reformed so that it reflects the home cultures and languages of students from diverse groups, and he contends that group rights can help individuals to attain structural equality. In the final part of the article, he discusses the implications of his analysis for transforming Citizenship Education.
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teaching for social justice diversity and Citizenship in a global world
The Educational Forum, 2004Co-Authors: James BanksAbstract:Abstract Racial, ethnic, cultural, and language diversity is increasing in nation-states throughout the world because of worldwide immigration. The deepening ethnic diversity within nation-states and the quest by different groups for cultural recognition and rights are challenging assimilationist notions of Citizenship and forcing nation-states to construct new conceptions of Citizenship and Citizenship Education. A delicate balance of unity and diversity should be an essential goal of Citizenship Education in multicultural nation-states. Citizenship Education should help students to develop thoughtful and clarified identifications with their cultural communities, nation-states, and the global community. It also should enable them to acquire the knowledge, attitudes, and skills needed to act to make the nation and the world more democratic and just.
Karen Pashby - One of the best experts on this subject based on the ideXlab platform.
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conflations possibilities and foreclosures global Citizenship Education in a multicultural context
Curriculum Inquiry, 2015Co-Authors: Karen PashbyAbstract:This paper presents a critical framework applied to findings from a critical discourse analysis of curriculum and lesson plans in Alberta to examine the assumption that Canada is an ideal place for global Citizenship Education. The analysis draws on a framework that presents a critique of modernity to recognize a conflation within calls for new approaches to educating citizens for the twenty-first century. A main finding is that although the Alberta curriculum reflects important potential for promoting a critical approach, a conflation of different versions of liberalism often results in a false sense of multiple perspectives and a foreclosure of potential. The paper argues for a critical approach to global Citizenship Education that engages with the tensions inherent to issues of diversity rather than stepping over or reducing them to theoretically and conceptually vague ideas of universalism and consensus.
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digital democracy and global Citizenship Education mutually compatible or mutually complicit
The Educational Forum, 2013Co-Authors: Vanessa Andreotti, Karen PashbyAbstract:Abstract This article uses a critique of modernity to examine the perceived relationship between global Citizenship Education (GCE) and digital democracy (DD). We review critiques of Citizenship Education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both mutually compatible and complicit in ethical global justice issues. We end with a suggestion of a pedagogical framework through which educators can engage with an ethical approach to GCE and DD.
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cultivating global citizens planting new seeds or pruning the perennials looking for the citizen subject in global Citizenship Education theory
Globalisation Societies and Education, 2011Co-Authors: Karen PashbyAbstract:This paper engages with a selection of scholarly writing in English that was published in the last decade and written from particular liberal democratic contexts (predominantly the UK, the USA, and Canada). The literature diagnoses the need for a more complex theory of Citizenship Education and theorises schooling for Citizenship in a global orientation. The analysis calls for more explicit attention to the assumptions about the citizen subject student, the ‘who’ of global Citizenship Education (GCE). Overall, the findings suggest the assumed subject of GCE pedagogy is the autonomous and European citizen of the liberal nation-state who is seen as normative in a mainstream identification as citizen and who must work to encourage a liberal democratic notion of justice on a global scale by ‘expanding’ or ‘extending’ or ‘adding’ their sense of responsibility and obligation to others linearly through the local to national to global community. Thus, this theoretical work contributes a more complex notion of the...
Godfrey Museka - One of the best experts on this subject based on the ideXlab platform.
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The Religious Dimension To Intercultural, Values And Citizenship Education: A Call For Methodological Re-Consideration In Zimbabwe's Religious Education Curriculum
Zimbabwe Journal of Educational Research, 2012Co-Authors: Godfrey MusekaAbstract:Because of her history, post colonial Zimbabwe is characterised by diverse and heterogeneous religious and cultural beliefs and practices. Some of these beliefs and practices, as well as norms and customs, are inextricably bound to particular religious traditions and philosophies such as African Traditional Religion, Christianity, Islam, Hinduism, Buddhism, Bahai Faith, Taoism and Confucianism. Despite the multiplicity of this country’s religious contours, the religious Education curriculum has sadly remained neo-confessional to a large extent. In this pluralistic environment, the inhabitants have to grapple with issues of moral decadence, individualism, identity crises, intolerance, cultural concubinage, among others, yet the Zimbabwe’s religious Education curriculum cosmetically rather than radically addresses these vices. The curriculum is not consistent with the cultural diversity of this society. It is against this backdrop that this study assumes that a paradigm shift in terms of methodology in the teaching and learning of religious Education can promote intercultural, values and Citizenship issues with the view of counteracting the aforementioned anomalies and disorientations. Informed by ‘modern’ approaches in the teaching and learning of religious Education, such as phenomenology, dialogue, multi-faith, interpretive and religious literacy, this paper explores the religious dimension to intercultural, values and Citizenship Education. Although these concepts are related to several other disciplines such as philosophy, linguistics, anthropology and history, this study is solely interested in their relationship to religious Education.
Marzia Cozzolino Dicicco - One of the best experts on this subject based on the ideXlab platform.
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global Citizenship Education within a context of accountability and 21st century skills the case of olympus high school
Education Policy Analysis Archives, 2016Co-Authors: Marzia Cozzolino DiciccoAbstract:This article addresses the present gap in empirical research on the possibilities and challenges of global Citizenship Education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009–2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus’s reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.
Vanessa Andreotti - One of the best experts on this subject based on the ideXlab platform.
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digital democracy and global Citizenship Education mutually compatible or mutually complicit
The Educational Forum, 2013Co-Authors: Vanessa Andreotti, Karen PashbyAbstract:Abstract This article uses a critique of modernity to examine the perceived relationship between global Citizenship Education (GCE) and digital democracy (DD). We review critiques of Citizenship Education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both mutually compatible and complicit in ethical global justice issues. We end with a suggestion of a pedagogical framework through which educators can engage with an ethical approach to GCE and DD.
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the political economy of global Citizenship Education
Globalisation Societies and Education, 2011Co-Authors: Vanessa AndreottiAbstract:The different meanings attributed to ‘global Citizenship Education’ depend on contextually situated assumptions about globalisation, Citizenship and Education that prompt questions about boundaries...