Abstract
This chapter analyses the claim that in our commitment to citizenship education, we have been seduced by the rhetoric producing a narrow view of the potential that citizenship education has for authentic social change. The chapter argues that, internationally, the pedagogy of citizenship education is dominated by teaching about citizenship and that this traditional pedagogic commitment has not produced young citizens who are active and fully engaged members of their society. It is then suggested that if citizenship education is to meet its goal of ensuring active participation within a democratic framework, educators need to adopt a critical pedagogy that emphasizes curriculum as praxis, the creation of a socially just teaching and learning environment and democratic learning communities.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Alexander, T. (2001). Citizenship Schools: A practical guide to education for citizenship and personal development. London: Campaign for Learning/UN ICEF UK.
Alexander, R. (2007). Where there is no vision…, Forum, 49, 187–199.
Apple, M. (2000). Official knowledge : Democratic education in a conservative age (2nd ed.). New York: Routledge.
Apple, M. W., & Beane, J. A. (Eds.). (1999). Democratic Schools: Lessons from the chalk face. Buckingham: Open University Press.
Atkinson, M., & Hornby, G. (2002). Mental health handbook for schools. London: Routledge-Falmer.
Bell, D. (2005, January 17). Speech by David Bell HMCI-Citizenship: Hansard Society Lecture. The Guardian.
Best, R. (1998). The development of affective education in England. In P. Lang, Y. Katz, & I. Menezes (Eds.), Affective education: A comparative view. London: Cassell.
Brown, H. D. (1999). Some practical thoughts about student-sensitive critical pedagogy. The Language Teacher, 28, 3–27.
Bullough, Jr., R. V., & Gitlin, A. (1995). Becoming a student of teaching. New York: Garland Publishing.
Chapman, J. D., Cahill, S., & Holdsworth, R. (2009). Student action teams values education and quality teaching and learning – Case study from manning cluster, victoria. In T. Lovat & R. Toomey (Eds.), Values education and quality teaching: The double helix effect (International ed., pp. 27–44). Dordrecht, The Netherlands: Springer.
Crick, B. (1999). The presuppositions of citizenship education. Journal of Philosophy of Education, 33, 337–352.
Crick, B. (2002). Education for citizenship: The citizenship order. Parliamentary Affairs, 55, 488–504.
Davies, I., Gregory, I., & Riley, S. (1999). Good citizenship and educational provision London: Falmer.
Davies, I., Gregory, I., & Riley, S. (2000). Good citizenship and educational provision. London: Routledge.
Estes, C. (2004). Promoting student-centered learning in experiential education. Journal of Experiential Education, 26, 141–160.
Field, J. (2003). Social capital. London: Routledge.
Fielding, M. (2001). Beyond the rhetoric of student voice: New departures or new constraints in the transformation of 21st century schooling? Forum, 43, 100–110.
Fielding, M. (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal 30, 295–311.
Filax, G. (1997). Resisting resistors: Resistance in critical pedagogy classrooms. Journal of Educational Thought, 3, 259–269.
Giroux, H. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. New York: Bergin and Garvey.
Giroux, H. (1999). Critical pedagogy and the project of exemplary prophecy [Foreword]. In P. Leistyna (Ed.), Presence of mind: Education and the politics of deception. Boulder, CO: Westview Press.
Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.
Hinchey, P. H. (2006). Becoming a critical educator: Defining a classroom identity, designing a critical pedagogy. New York: Peter Lang.
Huddleston, T. (2005). Teacher training in citizenship education: training for a new subject or for a new kind of subject? Journal of Social Science Education 1, 3–14.
Hughes, A., & Sears, A. (2006). The sound and the fury: Rhetoric and reality in Canadian citizenship education. Paper presented at the 2nd Annual CITIZED International Conference Oriel College, Oxford, July 25–27.
Kerr, D. (1999). Citizenship education: An international comparison (International review of curriculum and assessment frameworks). London: QCA.
Kerr, D., & Losito, B. (2004). Education for democratic citizenship 2001–2004. Strasbourg: Council of Europe.
Kisby, B. (2006). Social capital and citizenship education in schools. British Politics, 1, 151–160.
Lovat, T. (2009). Values education and quality teaching: Two sides of the learning coin. In T. Lovat & R. Toomey (Eds.), Values education and quality teaching: The double helix effect (International ed., pp. 1–12). Dordrecht, The Netherlands: Springer.
Maxcy, S. J. (1999). The end of critical pedagogy and the last man: Response to McLaren. Leadership in Education, 2, 292–299.
McLaughlin, T. H. (1992). Citizenship, diversity and education: A philosophical perspective. Journal of Moral Education, 21, 235–250.
Nelson, J., & Kerr, D. (2006). Active citizenship in INCA countries: Definitions, policies, practices and outcomes. London: QCA/NFER.
Osler, A., & Starkey, H. (1996). Teacher education and human rights. London: Fulton.
Osler, A., & Starkey, H. (1998). Children’s rights and citizenship: Some implications for the management of schools. International Journal of Children’s Rights, 6, 313–333.
Osler, A., & Starkey, H. (2000). Citizenship, human rights and cultural diversity. In A. Osler & H. Starkey (Eds.), Citizenship and democracy in schools: Diversity, identity, equality (pp. 3–17). Stoke-on-Trent, U.K.: Trentham Books.
Osler, A., & Starkey, H. (2006). Education for democratic citizenship: A review of research, policy and practice 1995–2005. Research Papers in Education, 21, 433–466.
Postman, N., & Weingartner, C. (1976). Teaching as a subversive activity. London: Penguin.
Potter, J. (2002). Active citizenship in schools. London: Kogan Page.
Putnam, R. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
Qualification and Curriculum Authority (QCA). (2004). Play your part – post 16 citizenship. London: Author.
Shor, I. (1993). Education is politics: Paulo Freire’s critical pedagogy. In P. McLaren & P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 25–35). London: Routledge.
Torney-Purta, J., Schwillw, J., & Amadeo, J. A. (Eds.). (1999). Civic education across countries: 24 case studies from the IEA Civic Education Project. Amsterdam: Eburon Publishers.
Usher, R., & Edwards, R. (1994). Postmodernism and education. London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Crawford, K. (2010). Active Citizenship Education and Critical Pedagogy. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_46
Download citation
DOI: https://doi.org/10.1007/978-90-481-8675-4_46
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-8674-7
Online ISBN: 978-90-481-8675-4
eBook Packages: Humanities, Social Sciences and LawEducation (R0)