The Palgrave International Handbook of Education for Citizenship and Social Justice

686 Pages·2016·14.527 MB·English

by  Andrew Peterson, Robert Hattam, Michalinos Zembylas, James Arthur (eds.)

THE PALGRAVE INTERNATIONAL
HANDBOOK OF EDUCATION FOR
CITIZENSHIP AND SOCIAL JUSTICE
Edited by Andrew Peterson, Robert Hattam,
Michalinos Zembylas, James Arthur
The Palgrave International Handbook of Education
for Citizenship and Social Justice
Andrew Peterson • Robert Hattam • M ichalinos Zembylas
• James A rthur
Editors
The Palgrave
International
Handbook of
Education for
Citizenship and Social
Justice
Editors
Andrew Peterson Michalinos Zembylas
Faculty of Education Program of Educational Studies
Canterbury Christ Church University Open University of Cyprus
Canterbury , United Kingdom Latsia , Cyprus
Robert Hattam James Arthur
Sch of Edu, Mawson Lakes Campus Jubilee Centre for Character and Virtues
University of South Australia University of Birmingham
Magill , South Australia , Australia Birmingham , United Kingdom
ISBN 978-1-137-51506-3 ISBN 978-1-137-51507-0 (eBook)
DOI 10.1057/978-1-137-51507-0
Library of Congress Control Number: 2016950457
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Acknowledgements
Edited, international handbooks are thoroughly dependent on the support
and hard work of many people, and this volume is no exception. We have,
therefore, a number of people to thank. First and foremost, we are grateful
to the many colleagues who found time in their busy schedules to write the
chapters. All were a pleasure to work with, and we thank them for making
our task as editors a simple one. Second, we owe thanks to our colleagues
at Palgrave Macmillan – and, in particular, Andrew James, Eleanor Christie
and Laura Aldridge – for their patience and support in bringing this project
to fruition. Th ird, and fi nally, we need to thank the young people, teach-
ers, colleagues and other friends who have both inspired and challenged us.
Th eir views, experiences and practices have been – and remain – a constant
reminder of the need to take seriously not only the persistence of social injus-
tices, but also how particular responses can off er hope. It is these stories of
hope that, in turn, off er positive possibilities for education for citizenship.
v
Contents
Part I Education for Citizenship and Social Justice: Key Th emes and
Perspectives 1
1 ‘Race’, ‘Ethnicity’ and Citizenship in Education: Locating
Intersectionality and Migration for Social Justice 3
Dina Kiwan
2 Citizenship, Schooling, and ‘Educational Disadvantage’ 27
Robert Hattam
3 Gender, Social Justice and Citizenship in Education: Engaging
Space, the Narrative Imagination, and Relationality 49
Jo-Anne Dillabough
4 Sexuality, Gender, Citizenship and Social Justice: Education’s
Queer Relations 73
Mary Lou Rasmussen , Rob Cover , Peter Aggleton , and Daniel Marshall
5 Indigenous Peoples and Indigeneity 97
Veronica M. H. Tawhai
6 Disability and Education: More than Just Access 121
Heidi Lourens , Emma Louise McKinney , and Leslie Swartz
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viii Contents
7 Refugees, Asylum Seekers and Education for Citizenship and 
Social Justice 143
Jody L. McBrien
8 Education for Citizenship and Social Justice: Th e Case of 
Gypsies, Travellers and Roma 163
Sarah Cemlyn and Andrew Ryder
9 Th e Australian Reconciliation Process: A Case Study of 
Community Education 187
Andrew Gunstone
10 Global Human Rights 205
Liam Gearon
11 Postcolonial Insights for Engaging Diff erence in Educational
Approaches to Social Justice and Citizenship 229
Sharon Stein and Vanessa de Oliveira Andreotti
12 Global Justice and Educating for Globally Oriented
Citizenship 247
Andrew Peterson
13 Key Issues in Critical Peace Education Th eory and Pedagogical
Praxis: Implications for Social Justice and Citizenship
Education 265
Michalinos Zembylas and Zvi Bekerman
14 Th e Place of Religion in Education for Citizenship and 
Social Justice 285
Alan Sears and Lindsay Herriot
Part II Country Case Studies 305
15 Th e Australian Case of Education for Citizenship and 
Social Justice 307
John Smyth
Contents ix
16 Citizenship Education and Social Participation in an Unequal
Society: Th e Case of Brazil 327
Ulisses F. Araujo
17 Multiculturalism and Its Contradictions: Education for 
Citizenship and Social Justice in Canada 347
Abigail B. Bakan
18 Social Justice and Education for Citizenship in England 369
Andrew Peterson and Ian Davies
19 Education for Citizenship at School in France: Trajectory,
Tensions and Contradictions 391
Ibrahima Diallo , Mohamed Embarki , and K aouthar Ben Abdallah
20 Hong Kong: Social Justice and Education for Justice-Oriented
Citizens in a Politicized Era 411
Shun-Wing Ng and Gail Yuen
21 Education for Democracy, Citizenship and Social Justice:
Th e Case of Iceland 435
Brynja E. Halldórsdóttir , Ólafur Páll Jónsson , and Berglind Rós
Magnúsdóttir
22 One Size Fits All? An Exploration of the Teaching of Civics in 
Israel from the Perspective of Social Justice 465
Aviv Cohen
23 México: Educating Citizens for Social Justice in a Highly
Unequal Country 485
Leonel Pérez-Expósito
24 Th e Political Rhetoric and Everyday Realities of Citizenship in 
New Zealand Society and Schools 509
Martin Th rupp
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25 Education for Citizenship Education and Social Justice in 
Northern Ireland 523
Tony Gallagher and Gavin Duff y
26 Social Justice and Citizenship in Scottish Education 545
Sheila Riddell
27 South Africa: Th e Struggle for Social Justice
and Citizenship in South African Education 571
Crain Soudien
28 Citizenship Education Versus Reality: Th e Facts in Spain 593
Concepción Naval and Elena Arbués
29 Citizenship Education and the Colonial Contract:
Th e Elusive Search for Social Justice in US Education 613
Zeus Leonardo and Maliheh M. Vafai
Index 635
Editors’ Int roduction
S ocial justice, citizenship and education are intimately connected, and are so
in a myriad of ways. Th e aim of this international handbook is twofold. First,
to identify, explore and – where necessary and appropriate – problematize
these connections. Second, through the various contributions off ered here,
we also aim to identify existing and potential possibilities for disrupting those
educational policies, curricula and practices that sustain social injustice, and
that result in closed and arbitrarily exclusive forms of citizenship.
I ssues of social justice and injustice are wide-reaching – conceptually, geo-
graphically and experientially. As such, it is important at the outset that we
off er some preliminary thoughts regarding the terms central to this book. In
doing so, we are cognisant that there are signifi cant conceptual diffi culties in
arriving at clear and tight defi nitions. Indeed, each of the contributions in
the handbook off ers its own understanding of the key terms as relevant to the
particular conceptual frameworks and contextual factors at hand – and that
is as it should be.
Nevertheless, as we planned this handbook our interest lay in social justice
understood broadly as being concerned with notions of equity and fairness in
the distribution of resources within given spaces (local, national and transna-
tional, for example); the recognition of particular, and often multiple, iden-
tities; and access to democratic decision-making processes. As the chapters
in this handbook make clear, education is integrally connected to questions
of social justice in a number of ways, including how education systems and
processes respond to and challenge – or, indeed, reinforce – issues of social
(in)justice.
C learly, where social injustice occurs, questions of citizenship (or non-
citizenship) are inevitable, raising signifi cant questions for the education and
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