Civic and Citizenship Education in Volatile Times: Preparing Students for Citizenship in the 21st Century

87 Pages·2019·1.272 MB·English

by  Kerry J Kennedy

SPRINGER BRIEFS IN EDUCATION
CITIZENSHIP EDUCATION FOR THE 21ST CENTURY
Kerry J Kennedy
Civic and Citizenship
Education in
Volatile Times
Preparing Students
for Citizenship
in the 21st Century
SpringerBriefs in Education
SpringerBriefs in Citizenship Education for the 21st
Century
Series Editor
Kerry J Kennedy, Curriculum and Instruction, The Education University of Hong
Kong, Hong Kong, Hong Kong
More information about this series at http://www.springer.com/series/16233
Kerry J Kennedy
Civic and Citizenship
Education in Volatile Times
Preparing Students for Citizenship
in the 21st Century
123
Kerry JKennedy
TheEducation University of Hong Kong
Hong Kong,NewTerritories, HongKong
University of Johannesburg
Johannesburg, SouthAfrica
ISSN 2211-1921 ISSN 2211-193X (electronic)
SpringerBriefs inEducation
ISSN 2524-8480 ISSN 2524-8499 (electronic)
SpringerBriefs inCitizenship Education for the 21stCentury
ISBN978-981-13-6385-6 ISBN978-981-13-6386-3 (eBook)
https://doi.org/10.1007/978-981-13-6386-3
LibraryofCongressControlNumber:2019930969
©TheAuthor(s),underexclusivelicensetoSpringerNatureSingaporePteLtd.2019
Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher,whether
thewholeorpartofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseof
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmissionorinformationstorageandretrieval,electronicadaptation,computersoftware,orbysimilar
ordissimilarmethodologynowknownorhereafterdeveloped.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfrom
therelevantprotectivelawsandregulationsandthereforefreeforgeneraluse.
The publisher, the authors and the editors are safe to assume that the advice and information in this
book are believed to be true and accurate at the date of publication. Neither the publisher nor the
authors or the editors give a warranty, expressed or implied, with respect to the material contained
hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregard
tojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations.
ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd.
The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721,
Singapore
Preface
I would like to dedicate this book to my students, past and present. Working with
them has been a journey of exploration, learning and results. These results have
impacted on the field of citizenship education and hopefully also on the commu-
nities from which my students came.
Working with doctoral students is a great privilege. Of course, there are con-
ventionsandprotocolstowhichtheymustconform.Eventually,however,thetime
comes when they share with you that one idea, that one insight, that one break-
through that sets them on the road to charting new territory and new ideas. The
challengeisthen tokeepupwith themastheycruiseaheadwith theirideas andto
support them as they make their unique contributions to the world of theory, or to
policy or to practice or all three of these.
It has been a pleasure to see the sense of community that develops as students
movethroughtheirprograms,worktogether,supporteachotherandbecomehappy
ineachother’sachievements.Ihavealsoseenthissenseofcommunitycontinueas
students graduate and move into postdoctoral studies and early career academic
positions. The friendships last as these young people commence careers that will
undoubtedlybesuccessfulandwillbenefitnotonlythemselvesbuttheirrespective
societies as well. I have been privileged to be part of this community of scholars.
Theywillsurelymakeadifferenceinaworldthatisbadlyinneedoftheirinsights,
their skills and their talents.
ImustalsothankTheEducationUniversityofHongKongwhichhassupported
my research for the past 18 years. From the very first day, there has been an
environment that regarded civic and citizenship education as important. There has
alwaysbeenacriticalmassofcolleaguesworkinginthearea(notalwaysthesame
people over that time, some have moved on, but others have come), and this has
made conversations easy and collaboration a way of life. There have been oppor-
tunitiesforinterdisciplinaryworkespeciallywithmeasurementcolleagueswholed
me to explore the relationship between the numbers and the social and political
theoriestowhichtheypointed.Itisdifficulttoimagineamoresupportiveworking
environment, and I am very grateful to have been a part of it.
v
vi Preface
What follows in this book is a serious exploration of the challenges facing a
volatileworldandthewaysthatcivicandcitizenshipeducationmightaddresssome
keyissues.Itisthebeginningofaconversation,buthopefullynottheend.Itisonly
as we talk together as democratic communities that we can learn not only how to
support democracy but also to defend it. This is our challenge for the future.
Hong Kong Kerry J Kennedy
Professor Emeritus, Department of Curriculum
and Instruction/Centre for Governance and Citizenship
The Education University of Hong Kong
Distinguished Visiting Professor, Faculty of Education
University of Johannesburg
Contents
1 Framing Civic and Citizenship Education for the Twenty-First
Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Protecting Democracy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Theoretical Framings of CCE . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.4 Case 1: CCE in Australia: The Evolution of a National
Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
1.5 Case 2: The United States of America: Secularism
and the Civic Mission of Schools . . . . . . . . . . . . . . . . . . . . . . . . 11
1.6 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.7 Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2 What Kind of Future in What Kind of World? . . . . . . . . . . . . . . . . 17
2.1 CCE—A Tool of the State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.2 Changing Contexts for Changing Times—What Might
the Future Hold? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.3 Globalization and Global Citizenship. . . . . . . . . . . . . . . . . . . . . . 19
2.3.1 Neoliberalism’s ‘Self-regulating Citizen’. . . . . . . . . . . . . . 20
2.3.2 Global Citizenship—Skill or Value? . . . . . . . . . . . . . . . . . 21
2.4 Populism—A New Voice with an Old Message . . . . . . . . . . . . . . 22
2.5 Fundamentalisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2.6 Social Media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.7 Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3 Building on Civic and Citizenship Education’s Achievements. . . . . . 29
3.1 CCE as a Component of the School Curriculum. . . . . . . . . . . . . . 30
3.2 Varieties of Civic Engagement—Social, Political and Digital . . . . 31
3.3 The Future of Democratic Political Systems. . . . . . . . . . . . . . . . . 34
vii
viii Contents
3.4 Civic Enablers—Supporting Future Civic Engagement . . . . . . . . . 36
3.5 Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4 Civic and Citizenship Education for the Future . . . . . . . . . . . . . . . . 45
4.1 Lessons from Current CCE Programs—International
Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.1.1 The Content of CCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4.1.2 Time Allocation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.1.3 Results of CCE Assessments . . . . . . . . . . . . . . . . . . . . . . 53
4.2 What Kind of Citizens Will Be Needed in the Future? . . . . . . . . . 55
4.3 Democracy Under Threat: What Kind of Citizens
for the Future? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
4.4 Framework for CCE in the Future. . . . . . . . . . . . . . . . . . . . . . . . 57
4.5 School Learning Environments Will Be Characterized by . . . . . . . 58
4.6 Community Learning Environments Will Be Characterized by . . . 59
4.7 Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5 Developing a Research Agenda to Support CCE in the Future . . . . 65
5.1 The Focus of Current CCE Research and Why It Needs
to Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
5.2 Suggested Framework for Future CCE Research . . . . . . . . . . . . . 68
5.2.1 Theory—Why Citizenship Education . . . . . . . . . . . . . . . . 69
5.2.2 Sites—Where Citizenship Education Take Place . . . . . . . . 72
5.2.3 Social Media—An Urgent Priority for Future CCE
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
5.2.4 Civic Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
5.3 Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Chapter 1
Framing Civic and Citizenship
Education for the Twenty-First Century
Abstract Thischapteroutlinesthebroadtheoreticalapproachesthatunderpincivic
andcitizenshipeducation(CCE)andprovidescasestudiesoftwodemocraticstates
(AustraliaandtheUnitedStatesofAmerica)toshowhowCCEdevelopsasaresponse
to unique contexts of time, place and values. The focus of the chapter is CCE for
democraticeducation,butthereisanacknowledgmentthatCCEisalsoofinterest
to authoritarian regimes that use it largely to bolster regime legitimacy. CCE for
democraticeducation,ontheotherhand,seekstoconsolidatedemocraticprocesses
andvaluesinthebeliefthatfreeinstitutionsandtolerantattitudesarethebestwayto
enablenationstoprogressandindeedsurvive.Thecasestudiesincludedhereshow
howdemocraticconsolidationcame,overtime,torepresentthemajoraimofCCE.
Yetthereisanewnarrativeof‘democraticdeconsolidation’(FoaandMounk,2016)
suggesting that democracy seems to be losing its appeal among some groups thus
posingnewproblemsforCCEinthefuture.
· · ·
Keywords Democracy Citizenship Civicandcitizenshipeducation
· ·
Consolidation Historicaldevelopment Democraticdeconsolidation
1.1 Introduction
Whether in Ancient Greece, Rome, China or India, older generations have always
sought to inculcate in young generations their expected duties, obligations and
responsibilities in order to ensure the maintenance of the existing order, its val-
uesanditspriorities.Thetargetsofthesekindsofcivicexpectationswereusuallya
rulingclass,oftenconsistinglargelyofmen,whoattimesviewedtheircivicrespon-
sibilitiesasanecessaryconditionoftheirstatusandpositioninsociety.Maintaining
thestatusquowasintheinterestoftheserulingclassesanditwastothisendthat
informalciviclearningwasdirectedusuallyinformsofeducationavailableonlyto
therulingclass.
In Europe, the American and French Revolutions in the eighteenth century
represented seismic shifts in political change, shifts that were not felt in Asia. Yet
these political changes did little to expand social inclusion so that slavery, gender
©TheAuthor(s),underexclusivelicensetoSpringerNatureSingaporePteLtd.2019 1
K.JKennedy,CivicandCitizenshipEducationinVolatileTimes,
Springerbriefsincitizenshipeducationforthe21stcentury,
https://doi.org/10.1007/978-981-13-6386-3_1