Citizenship Education in Post Modern Society (original) (raw)

From Human Rights to Global Citizenship Education: Peace, Conflict and the Post-cold War Era

In the present paper, the researchers historicize the rise and growth of human rights education (HRE) in the post-Cold War era and importantly, periodize changes in the actors involved in the implementation of HRE, their approaches to HRE programming. The researchers detail three distinct periods that demonstrate the changing nature of warfare in the post-Cold War era: from sectarian, intra-state conflict to the global war on terror. The researchers’ narrative points towards possibilities for subsequent research that either asks new questions about HRE programming or explores old questions about HRE programming in new ways. Finally, the researchers explore the shift from HRE to Global Citizenship Education (GCE) and conclude by arguing for continuing and renewed emphasis and action on behalf of HRE, and examine a handful of key principles necessary for programs to realize the promise of human rights education as the new civics education for the new world order.

The Values Debate at the Nexus of Transnational Perspectives on Human Rights and Citizenship Education

Comparative and International Education Education Comparee Et Internationale, 2005

Serving as introduction to the collection of papers in this issue, this paper takes up seven themes to situate each paper in the debates that characterize the field of citizenship education and to attempt to understand the linkages between values, human rights and citizenship education in a transnational era. The themes explore planetary philosophical perspectives; understand values as practice and human rights as foundational to values; set geopolitical considerations of values in postcolonial perspectives and pedagogical perspectives in transnational contexts; characterize citizenship education as a contested field; and reflect upon the relevance of transnationalism to the values debate. In a concluding note, we remark that negotiating multiple, transcultural and transnational frames of reference is not unusual for many youth today nor is it in many countries; and as such, is the very nexus of education for democratic living in a transnational and transcultural times.

From Human Rights to Global Citizenship Education: Movement, Migration, Conflict and Capitalism in the Classroom

Globalisation, Human Rights Education and Reforms, 2016

In the present paper, the researchers historicize the rise and growth of human rights education (HRE) in the post-Cold War era and importantly, periodize changes in the actors involved in the implementation of HRE, their approaches to HRE programming. The researchers detail three distinct periods that demonstrate the changing nature of warfare in the post-Cold War era: from sectarian, intra-state conflict to the global war on terror. The researchers' narrative points towards possibilities for subsequent research that either asks new questions about HRE programming or explores old questions about HRE programming in new ways. Finally, the researchers explore the shift from HRE to Global Citizenship Education (GCE) and conclude by arguing for continuing and renewed emphasis and action on behalf of HRE, and examine a handful of key principles necessary for programs to realize the promise of human rights education as the new civics education for the new world order.

The Citizenship Issue between Education and Politics: Critical Reflections and Constructive Proposals for the Pedagogical Debate

Encyclopaideia, 2020

Citizenship education is a core topic of all transformative pedagogies. In this article, we build on the phenomenological and critical schools of pedagogical thought in order to highlight some key theoretical issues that remain unaddressed in both the academic discourse and in the educational practices and policies aimed at fostering a new paradigm of citizenship education that can really fit with the political needs of the twenty-first century globalised society. Even the Intercultural and GCE approaches, in fact, fail to highlight the need to develop a critical awareness of the contradictions and unsustainability of today institutional framework with regards to State sovereignty and the peoples’ right to self-determination, two major obstacles to the birth of multiscale citizenship and democracy.

Citizenship education as an instrument for strengthening the state's supremacy: an apparent paradox?

Citizenship Studies, 2009

The paper focuses on the overt and tacit role of the state and other stake-holders in defining objectives, concepts and approaches to citizenship education. It suggests a new approach for understanding citizenship education based on the assumption that trans-rational dimensions of human existence -interests, institutional culture, and traditions -are not just external environment, influenced by citizenship education but they are imbedded in its contents, character and dynamics. This approach is summed by the metaphor of "battle", since citizenship education is revealed not as a pre-given univocal entity but as a developing matter that results from social combats among different stake-holders. It is argued that there is a common tendency in different countries the state to take over the citizenship education advocating "disciplinary citizenship". Thus, although there are some positive trends in citizenship formal education in the different European post-communist and post-authoritarian countries, this education does not necessarily function as an effective instrument for building genuine citizenship ethos. The paper claims that there is a need for substantial changes in the citizenship education practice and that its development should be based on creating institutional premises for "active citizenship". The latter will help schools to overcome the alienation of students from studying. In order to get rid of its deep crisis the contemporary school needs the transformative impetus from citizenship education which in turn will get at least one mighty stake-holder in its advancement.

Teaching Citizenship: International perspectives on citizenship education

Collection of papers published by the Association for Citizenship Teaching: edited by Audrey Osler and Hugh Starkey. Spring 2013 Volume 35 Editorial: International perspectives on Citizenship Teaching: A. Osler & H. Starkey Human rights education in Kurdistan-Iraq: can it promote gender equity: Chalank Yahya Investigating education for democratic citizenship in Norway: Tingting Yang Challenging racism? Oslo Holocaust Centre: Momodou Olly Mboge An Icelandic saga: investigating students' perspectives on education for democratic citizenship: Susan Gollifer & Þórdís Eyvör Valdimarsdóttir Can a London school be human rights friendly? Sam Mejias Children's understanding of citizenship in Greece: Ioanna Noula

Ambiguities of Citizenship. Reframing the Notion of Citizenship Education

Ricerche di Pedagogia e Didattica – Journal of Theories and Research in Education, 2013

Complex transformations worldwide encompassed by the definition of 'globalisation' push us to rethink the concept of citizenship and its traditional definitions. The article aims to theoretically analyse the rich debate about citizenship from a socio-political point of view and tries to investigate the educational dimension related tod different concepts of citizenship. After having introduced three models for citizenship education (republican, liberal, and moral) and having explored their shortcomings, the authors shall propose a possible overtaking that is rooted on another way to understand the relationship among education and politics.