Global citizenship education in school curricula. A Polish perspective

The purpose of this study is to present global citizenship education from a Polish perspective. Analyzing the issue, the first part of this paper presents the development of citizenship education, followed by the current status of global citizenship education in Polish schools. In the second part of the study I draw attention to national curricula and other supporting documents published after 1945, to verify whether issues of global citizenship education in Poland are included in the curricula, and if so, what they highlight. I then argue that global citizenship education in Poland is based on a framework of world-centered perspectives within a national context. In this understanding, global citizenship education is aimed at creating citizens who are members of the world community, without giving up their own national identity. The Polish perspective on global citizenship education urges pupils to consider global problems as part of the challenges of their own country, and offers the perception of local and global problems being linked and complementary to each other.The inspiration to write this paper came from the research work I undertook as part of the international Erasmus+ project, ‘Future Youth School Forums’, led by Oxfam UK, funded with the support of the European Commission and the Polish Ministry of Science and Higher Education

Value’s of Mathematics Education and Citizenship Education

Currently, the Indonesian plane of life is miserable, inparticular on behavior. It is shown by the mushrooming acts of corruption, bribery, anarchy, public deceiving, traffic incompliance, etc. This mean any problem in nation character. The nation character building is the duty of citizenship education. The mission of citizenship education in Indonesian is develop or build the nation character as the instructional effects and nurturant effects. Whereas, another courses include mathematics course have to develop the nation characters through the nurturent effect of the instructional. This paper discussed about the relationship between values of mathematics education and characters contained in Citizenship Education. Key word: value, character, mathematics, citizenshi

Curricular transposition in citizenship education

The considerable debate in recent years on the aims of citizenship education has not been accompanied by an equally substantial discussion on the educational processes involved. This article puts forward a theoretical framework, referred to as ‘curricular transposition’, for understanding the complex task of realizing normative ideals of citizenship through education. The framework highlights four stages in the educational process: the ideals and aspirations underlying an initiative; the curricular programme designed to achieve them; the programme’s implementation in practice; and its effects on students. The ‘leaps’ between these stages – involving movement between ends and means and between ideal and real – are highly problematic. These ideas are explored in the context of an empirical case: the Voter of the Future programme in Brazil. Disjunctures are observed at the different stages – in particular, a lack of ‘harmony’ between ends and means, and a lack of teacher ownership of the initiative in the process of implementation – leading to divergence between the initial aims and actual effects. Finally, broader implications of the curricular transposition framework for citizenship education are drawn out

Examining the role of ideological and political education on university students' civic perceptions and civic participation in Mainland China: Some hints from contemporary citizenship theory

A long existing compulsive curriculum of ideological and political education is employed by the Chinese government to promote citizenship education among Chinese university students. This article builds on the findings of a mixed-methods research that examined the role of ideological and political education on university students’ civic perceptions and civic participation. The results showed little evidence of this curriculum having a clear effect on students’ political participation such as voting, as well as their idealized broad civic participation, but did reveal relatively positive effects on students’ civic intention and civic expression. In addition, it also identified its significant role in organizing students towards attending party-related activities. It shows that ideological and political education is insufficient to achieve specified aims of citizenship education among Chinese university students. We then argue that it results from a mechanistic understanding of citizenship and participation in educational policies and structural barriers to young people’s formal participation. Hence, this article argues that the forms and contents of citizenship education in China need to be reconsidered beyond the limits of the current ideological and political education and that the analyses contributed to an argument for a broader approach to citizenship education to be developed and adopted

A 'seamless enactment' of citizenship education

Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex `leaps' between ends and means, and between ideal and real. This article proposes a response in the form of `seamless enactment', applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the curriculum, avoiding problematic tensions between, for example, democratic aims and undemocratic teaching practices. Second, it requires the involvement of teachers and students in the design and development of the educational initiative, as well as in its implementation. Taken to its fullest extent, seamless enactment involves a unification of the separate stages, leading to the collapsing of the curricular transposition framework onto a single point. Finally, some possible justifications for and potential objections to the notion are considered

Global Citizenship Education als transformative Bildung

Global Citizenship Education gewinnt als pädagogisches Forschungs- und Praxisfeld international zunehmend an Bedeutung. Der Beitrag diskutiert Global Citizenship Education als transformative Bildung und thematisiert dabei die Begriffe Citizenship, Global Citizenship und demokratische Teilhabe. Global Citizenship Education wird verstanden als global orientierte politische Bildung, die ein historisch-selbstreflexives Element beinhaltet und die Perspektive des Post-Kolonialismus integriert. Abschließend wird die weitere kritische Auseinandersetzung von Global Citizenship Education mit ethischen Orientierungen als kulturelle Dimension von Transformationsprozessen angeregt. (DIPF/Orig.)Global Citizenship Education is an educational research and practice field with increasing international importance. This article discusses Global Citizenship Education as transformative learning, focusing on the terms citizenship, global citizenship and democratic participation. Global Citizenship Education is conceptualized as a globally oriented citizenship education which includes a historical, self-reflective element and integrates also the perspective of post-colonialism. To conclude, the further engagement of Global Citizenship Education in discussing ethical orientations as the cultural dimension of transformation processes is suggested. (DIPF/Orig.

Neoliberal education? Comparing Character and Citizenship Education in Singapore and Civics and Citizenship Education in Australia

Purpose: This paper compares citizenship education in Singapore and Australia. While discussions have been made about education and neoliberalism, few have explored the direct connections between citizenship education and neoliberalism.Approach: Though a discussion of country contexts, citizenship education policies and curriculum, ‘Character and Citizenship Education’ in Singapore and ‘Civics and Citizenship education’ in Australia are examined to explore the meanings of ‘Character education’ and ‘Civics education’ and their connections with ‘Citizenship education’.Findings: The distinct use of terms for citizenship education suggests that the two countries hold different citizenship ideals. Set within the context of globalisation, the paper argues that some approaches towards citizenship education can inadvertently work towards supporting the goals of neoliberalism, which can be at odds with the classical tradition of democracy

The Civic School : Australian-Indonesian professional collaboration to model and audit the development of democratic primary classrooms and teacher language using the index for inclusion

The study is a pilot project in Australian-Indonesian institutional collaboration for the professional development of primary school teachers in West Sumatra in citizenship education. Senior staff in the department of Pancasila and Citizenship Education at the State University of Padang (UNP), West Sumatra initiated the project. UNP staff sought the collaboration of the Faculty of Education at the University of Tasmania for bringing about and sustaining changes in teacher practice needed to implement the new civic goals in the 1999 Suplemen. The Index for Inclusion was used to model and audit the development of democratic primary classrooms and language use in a cluster of Padang schools in West Sumatra. The paper describes the background to the project and how the Index for Inclusion was understood during the initial two-week implementation phase by teachers and school principals. The significance of the study lies in the potential of the Index for Inclusion internationally to citizenship education, a field of education that was not considered in the initial development of the Index project and the contribution of the multiple fields of inquiry to the evolving theoretical understandings of inclusive education.<br /

「市民性教育」としての「倫理」カリキュラムの視点

2014年度第4回研究集会[2014年11月25日(火)]報告要