Exploring the Potential to Educate “Good Citizens” through the Australian Civics and Citizenship Curriculum.
| Contribuinte(s) |
Print, Murray Tan, Chuanbao |
|---|---|
| Data(s) |
16/10/2015
|
| Resumo |
This chapter examines the ways in which notions of ‘a good citizen’ and ‘civic virtue’ have been conceptualized in the new Civics and Citizenship Curriculum for students in Years 3 – 10 in Australia. It argues that whilst Civics and Citizenship Education (CCE) has, over time and in various ways, been recognized as a significant aspect of Australian education, only recently has attention been given to the relational and multidimensional conceptions of citizenship. Considerations of ‘morality’, ‘a good citizen’ and ‘civic virtue’ offer possibilities to engage with multidimensional notions of citizenship, which acknowledge that citizenship perspectives can be affected by personal, social, spatial and temporary situations (Cogan & Derricott, 2000). In the current statement on national goals for schooling in Australia, which informed the development of CCE, the Melbourne Declaration (MCEETYA, 2008) called for young Australians to be educated to “act with moral and ethical integrity” and be “committed to national values of democracy, equity and justice, and participate in Australia’s civic life” (MCEETYA, 2008, pp. 8–9). The chapter claims that this maximal emphasis (McLaughlin, 1992), based on active, values based and interpretive approaches to democratic citizenship which encourage debate and participation in civil society, was evident in the new Civics and Citizenship Curriculum. However, it contends that the recommendations of the recent Review of the Australian Curriculum: Final report (Australian Government, 2014a & b), will now limit CCE’s potential to deliver the sort of active and informed citizenship heralded by the Melbourne Declaration. This is because the Review advocates for a content-focused minimal (McLaughlin, 1992) emphasis on civic knowledge, with diminished attention to citizenship participation and processes. In doing so, the Review foregrounds conceptions of the ‘good citizen’ in more limited terms of responsibility, obligations and compliance with the status quo. |
| Identificador | |
| Publicador |
Sense Publications |
| Relação |
https://www.sensepublishers.com/catalogs/bookseries/civic-and-political-education/educating-good-citizens-in-a-globalising-world-for-the-twenty-first-century/ Henderson, Deborah J. (2015) Exploring the Potential to Educate “Good Citizens” through the Australian Civics and Citizenship Curriculum. In Print, Murray & Tan, Chuanbao (Eds.) Educating “Good” Citizens in a Globalising World for the Twenty-First Century. Sense Publications, Rotterman, pp. 11-32. |
| Direitos |
© 2015 Sense Publishers Copyright: All Rights Reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. |
| Fonte |
Children & Youth Research Centre; School of Curriculum; Faculty of Education |
| Palavras-Chave | #130200 CURRICULUM AND PEDAGOGY #130202 Curriculum and Pedagogy Theory and Development #130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics Business and Management) #civics and citizenship education #twenty-first century citizenship #a "good citizen" #moral education #values education #civic and political education #young citizens |
| Tipo |
Book Chapter |
