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Politics, Education and Citizenship.

By: Contributor(s): Material type: TextPublisher: Oxford : Taylor & Francis Group, 1999Copyright date: ©1999Edition: 1st edDescription: 1 online resource (426 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9780203984086
Subject(s): Genre/Form: DDC classification:
  • 306.43
Online resources:
Contents:
Book Cover -- Half-Title -- Title -- Copyright -- Contents -- Contributors -- Editors' Foreword -- Part One Politics and Education -- 1 Holocaust Education and Citizenship: A View from the United Kingdom -- Introduction -- The research -- The sample -- Procedure -- The findings -- 1 Knowledge of the Holocaust -- 2 Preventing a repetition -- 3 Racism and, the Holocaust: making connections -- 4 Personal impact of learning about the Holocaust -- Conclusion -- Note -- References -- 2 Humanistic Values Education -- Introduction -- Dichotomy and polarity -- Humanistic education -- Values education in humanistic climates -- Holistic values education -- Three components of values education -- Two dangers: indoctrination and values neutrality -- The Israeli scene -- Values education in a polarized society -- Peace education: encounter and dialogue -- Values education in teacher training -- Hidden messages -- Conclusion -- References -- 3 Political Learning and Values Education: Problems and Possibilities -- Introduction -- The status of political learning and values education -- The goals for political learning and values education -- The implementation of values education and political learning -- Ways forward -- The need for the development of a broad consensus on a framework to explore education for citizenship -- ice work and appropriate school programmes may develop ... -- The need to know more about the ways in which young people make sense of values -- The need to promote cooperative work between teachers -- The need for rigour -- Note -- References -- 4 Teachers' Idealized Identity and Immigrant Education -- Introduction -- Values and high morals -- Brindley -- Janet -- Kay -- Madeline -- Teacher concerns -- Teacher beliefs and voices -- The mislabeling of prejudice -- Values at home and school -- Teachers' view of immigration.
Bilingual education -- Training for teachers -- References -- 5 Adult Education, Community Development and Cultural Diversity in Northern Ireland -- Introduction -- Cultural diversity -- Community development -- Community adult education -- Community development, education and community relations -- The Ulster People's College -- Educational programme and methods: an anti-sectarian approach -- Longer courses -- Occasional seminars and conferences -- A neutral venue -- Effectiveness of the College's work -- Conclusion: education across the community, about the community -- References -- 6 Women in the Entertainment Industry: A Social and Global Perspective -- What is our responsibility? -- Talk about responsibility -- Social message or entertainment? -- But will it make money? -- Making changes -- Gauging the response -- Global interrelationships -- Notes -- References -- 7 Harnessing Folklore and Traditional Creativity to Promote Better Understanding Between Jewish and Arab Children in Israel -- Introduction -- Setting the context -- Education in Israel -- The nature of the Project -- Building bridges -- The Project -- The first year: traditional play -- The second year: the food we eat -- The third year: learning from ourselves-learning from each other -- The project: implementation and design -- The reasoning behind the scheme -- Outcomes and values -- The people: identity not integration -- Inter-generational and inter-cultural relationships -- Personal contacts between children -- Parents and grandparents: belonging and participating -- Beyond the stereotype -- Resolving the conflict: contact and respect -- Conclusion -- Notes -- References -- 8 Heads I Win, Tails You Lose: The Politics of the Disabled World -- References -- Part Two Education for Citizenship -- 9 Citizenship Education and Cultural Diversity.
What does citizenship mean to teachers? -- What has education to do with citizenship? -- Some views on ways forward -- Problems and constraints -- Conclusions -- Note -- References -- 10 Citizenship Education for Adolescent Offenders -- Introduction -- Incarcerated youth -- Background -- The setting -- The consultation process -- The fairness program -- The just community -- Youth facility programs 1993-1994 -- Conclusion -- References -- 11 Citizenship Education, Cultural Diversity and the Development of Thinking Skills -- Introduction -- Education for citizenship -- Citizenship education and cultural diversity -- Citizenship, cultural diversity and international education -- Teaching critical thinking and argument -- Appendix 1: assessing progress in argument -- Processes of argument -- Specific to oral argument -- Specific to written argument -- Appendix 2: family valued -- Questions to discuss -- Appendix 3: all the fun of the circus -- Questions to discuss -- Acknowledgement -- References -- 12 Values Education and the Humanization of the Curriculum -- I -- II -- III -- IV -- V -- VI -- VII -- VIII -- IX -- X -- XI -- XII -- References -- 13 A Proposal for Moral and Citizenship Teaching -- Introduction -- Ethical and citizen education -- Conclusion -- Notes -- References -- 14 Education and Democratic Citizenship: In Defence of Cosmopolitanism -- Citizenship, identity and values -- Globalization, the nation-state and democracy -- Education: the cosmopolitan ideal -- Notes -- References -- 15 Beyond the Work-related Curriculum: Citizenship and Learning after Sixteen -- Introduction -- Education for citizenship -- The contribution of youth and community work -- Social dynamics and status passages -- Work and status passages -- Education and status passages -- Families -- Social identities, status passages and community participation.
Maximal versions of citizenship and competence required -- Embedding maximal approaches in a wider framework of provision -- Beyond dualisms -- Enlargement, inclusion and a redistributive approach -- Notes -- References -- 16 Comparing Discourses: Democratic Values, the Coalition of Essential Schools and the Eight Year Study -- Introduction -- The Eight Year Study and the Coalition of Essential Schools -- Analysis and procedures -- Findings -- Discussion -- Notes -- References -- 17 Citizenship and Nationhood -- Introduction -- The research -- The sample -- Methodology -- The findings -- The children's descriptions of their national identity -- Constructions of nationhood -- Immigration, emigration and naturalization -- National identity-achieved or ascribed? -- Neo-conservative versus pluralist constructions of nationhood -- The symbolic significance of national identity -- Conclusion -- Acknowledgement -- Notes -- References -- 18 Value Pluralism, Democracy and Education for Citizenship -- Introduction-citizenship education as a controversial subject in democratic societies -- Cognitive models -- Constitutional knowledge model -- Patriotic model -- Parental model -- Religious model -- Value conflict or pluralist model -- Affective models -- Experiential models -- School ethos model -- Community action model -- Conclusion -- Notes -- References -- 19 Religious Education as Democratic Education -- Introduction -- Amy Gutmann's theory of democratic education -- Gutmann's perspective on some controversial issues in education -- Democratic deliberation and moral education -- The 'new' religious education in Great Britain -- Conclusion -- Notes -- References -- 20 'The Good Citizen': Cultural Understandings of Citizenship and Gender Amongst a New Generation of Teachers -- The social construction of citizenship -- Gender and citizenship.
Citizenship in everyday life -- Space and 'belonging' -- Discourses of duty -- The critical citizen -- The sceptical citizen -- Morality, caring and common values -- The caring citizen -- The good citizen and social class -- Mother as reformer -- Social rights and egalitarianism -- The protesting citizen -- National contexts and the values of citizenship -- Acknowledgements -- Notes -- References -- 21 Gender and Education for Citizenship: Promoting Educational Values and Values Education in Greece -- Introduction -- Gender and education for citizenship -- Education for citizenship in Greece -- The research -- Aims, research design, subjects and methodology -- Values in education and education for citizenship -- Educational aims -- Education for citizenship, gender equality and student teachers' educational needs -- Conclusions -- Acknowledgements -- Notes -- References -- 22 The Aims of Civic Education in a Multi-cultural Democracy -- 1 Formulation of the problem -- 2 Preliminary clarifications -- 3 The moral virtues of the liberal citizen -- 4 The intellectual virtues of the liberal citizen -- 5 A summary and an objection -- Notes -- References -- Index.
Summary: Papers from several countries lend an international perspective to currently significant concerns and developments including democracy and democratic education, human rights, national identity and education for citizenship.
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Book Cover -- Half-Title -- Title -- Copyright -- Contents -- Contributors -- Editors' Foreword -- Part One Politics and Education -- 1 Holocaust Education and Citizenship: A View from the United Kingdom -- Introduction -- The research -- The sample -- Procedure -- The findings -- 1 Knowledge of the Holocaust -- 2 Preventing a repetition -- 3 Racism and, the Holocaust: making connections -- 4 Personal impact of learning about the Holocaust -- Conclusion -- Note -- References -- 2 Humanistic Values Education -- Introduction -- Dichotomy and polarity -- Humanistic education -- Values education in humanistic climates -- Holistic values education -- Three components of values education -- Two dangers: indoctrination and values neutrality -- The Israeli scene -- Values education in a polarized society -- Peace education: encounter and dialogue -- Values education in teacher training -- Hidden messages -- Conclusion -- References -- 3 Political Learning and Values Education: Problems and Possibilities -- Introduction -- The status of political learning and values education -- The goals for political learning and values education -- The implementation of values education and political learning -- Ways forward -- The need for the development of a broad consensus on a framework to explore education for citizenship -- ice work and appropriate school programmes may develop ... -- The need to know more about the ways in which young people make sense of values -- The need to promote cooperative work between teachers -- The need for rigour -- Note -- References -- 4 Teachers' Idealized Identity and Immigrant Education -- Introduction -- Values and high morals -- Brindley -- Janet -- Kay -- Madeline -- Teacher concerns -- Teacher beliefs and voices -- The mislabeling of prejudice -- Values at home and school -- Teachers' view of immigration.

Bilingual education -- Training for teachers -- References -- 5 Adult Education, Community Development and Cultural Diversity in Northern Ireland -- Introduction -- Cultural diversity -- Community development -- Community adult education -- Community development, education and community relations -- The Ulster People's College -- Educational programme and methods: an anti-sectarian approach -- Longer courses -- Occasional seminars and conferences -- A neutral venue -- Effectiveness of the College's work -- Conclusion: education across the community, about the community -- References -- 6 Women in the Entertainment Industry: A Social and Global Perspective -- What is our responsibility? -- Talk about responsibility -- Social message or entertainment? -- But will it make money? -- Making changes -- Gauging the response -- Global interrelationships -- Notes -- References -- 7 Harnessing Folklore and Traditional Creativity to Promote Better Understanding Between Jewish and Arab Children in Israel -- Introduction -- Setting the context -- Education in Israel -- The nature of the Project -- Building bridges -- The Project -- The first year: traditional play -- The second year: the food we eat -- The third year: learning from ourselves-learning from each other -- The project: implementation and design -- The reasoning behind the scheme -- Outcomes and values -- The people: identity not integration -- Inter-generational and inter-cultural relationships -- Personal contacts between children -- Parents and grandparents: belonging and participating -- Beyond the stereotype -- Resolving the conflict: contact and respect -- Conclusion -- Notes -- References -- 8 Heads I Win, Tails You Lose: The Politics of the Disabled World -- References -- Part Two Education for Citizenship -- 9 Citizenship Education and Cultural Diversity.

What does citizenship mean to teachers? -- What has education to do with citizenship? -- Some views on ways forward -- Problems and constraints -- Conclusions -- Note -- References -- 10 Citizenship Education for Adolescent Offenders -- Introduction -- Incarcerated youth -- Background -- The setting -- The consultation process -- The fairness program -- The just community -- Youth facility programs 1993-1994 -- Conclusion -- References -- 11 Citizenship Education, Cultural Diversity and the Development of Thinking Skills -- Introduction -- Education for citizenship -- Citizenship education and cultural diversity -- Citizenship, cultural diversity and international education -- Teaching critical thinking and argument -- Appendix 1: assessing progress in argument -- Processes of argument -- Specific to oral argument -- Specific to written argument -- Appendix 2: family valued -- Questions to discuss -- Appendix 3: all the fun of the circus -- Questions to discuss -- Acknowledgement -- References -- 12 Values Education and the Humanization of the Curriculum -- I -- II -- III -- IV -- V -- VI -- VII -- VIII -- IX -- X -- XI -- XII -- References -- 13 A Proposal for Moral and Citizenship Teaching -- Introduction -- Ethical and citizen education -- Conclusion -- Notes -- References -- 14 Education and Democratic Citizenship: In Defence of Cosmopolitanism -- Citizenship, identity and values -- Globalization, the nation-state and democracy -- Education: the cosmopolitan ideal -- Notes -- References -- 15 Beyond the Work-related Curriculum: Citizenship and Learning after Sixteen -- Introduction -- Education for citizenship -- The contribution of youth and community work -- Social dynamics and status passages -- Work and status passages -- Education and status passages -- Families -- Social identities, status passages and community participation.

Maximal versions of citizenship and competence required -- Embedding maximal approaches in a wider framework of provision -- Beyond dualisms -- Enlargement, inclusion and a redistributive approach -- Notes -- References -- 16 Comparing Discourses: Democratic Values, the Coalition of Essential Schools and the Eight Year Study -- Introduction -- The Eight Year Study and the Coalition of Essential Schools -- Analysis and procedures -- Findings -- Discussion -- Notes -- References -- 17 Citizenship and Nationhood -- Introduction -- The research -- The sample -- Methodology -- The findings -- The children's descriptions of their national identity -- Constructions of nationhood -- Immigration, emigration and naturalization -- National identity-achieved or ascribed? -- Neo-conservative versus pluralist constructions of nationhood -- The symbolic significance of national identity -- Conclusion -- Acknowledgement -- Notes -- References -- 18 Value Pluralism, Democracy and Education for Citizenship -- Introduction-citizenship education as a controversial subject in democratic societies -- Cognitive models -- Constitutional knowledge model -- Patriotic model -- Parental model -- Religious model -- Value conflict or pluralist model -- Affective models -- Experiential models -- School ethos model -- Community action model -- Conclusion -- Notes -- References -- 19 Religious Education as Democratic Education -- Introduction -- Amy Gutmann's theory of democratic education -- Gutmann's perspective on some controversial issues in education -- Democratic deliberation and moral education -- The 'new' religious education in Great Britain -- Conclusion -- Notes -- References -- 20 'The Good Citizen': Cultural Understandings of Citizenship and Gender Amongst a New Generation of Teachers -- The social construction of citizenship -- Gender and citizenship.

Citizenship in everyday life -- Space and 'belonging' -- Discourses of duty -- The critical citizen -- The sceptical citizen -- Morality, caring and common values -- The caring citizen -- The good citizen and social class -- Mother as reformer -- Social rights and egalitarianism -- The protesting citizen -- National contexts and the values of citizenship -- Acknowledgements -- Notes -- References -- 21 Gender and Education for Citizenship: Promoting Educational Values and Values Education in Greece -- Introduction -- Gender and education for citizenship -- Education for citizenship in Greece -- The research -- Aims, research design, subjects and methodology -- Values in education and education for citizenship -- Educational aims -- Education for citizenship, gender equality and student teachers' educational needs -- Conclusions -- Acknowledgements -- Notes -- References -- 22 The Aims of Civic Education in a Multi-cultural Democracy -- 1 Formulation of the problem -- 2 Preliminary clarifications -- 3 The moral virtues of the liberal citizen -- 4 The intellectual virtues of the liberal citizen -- 5 A summary and an objection -- Notes -- References -- Index.

Papers from several countries lend an international perspective to currently significant concerns and developments including democracy and democratic education, human rights, national identity and education for citizenship.

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