Education for Social Citizenship

Education for Social Citizenship: Perceptions of Teachers in the USA, Australia, England, Russia and China

W. O. Lee
Jeffrey T. Fouts
Copyright Date: 2005
Pages: 304
https://www.jstor.org/stable/j.ctt2jc0fh
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  • Book Info
    Education for Social Citizenship
    Book Description:

    Citizenship education calls for the education of knowledge, skills and values that help the young to become informed and responsible citizens. Various cross-national studies have been carried out since the 1990s and most of these projects focus on the policy-making processes, students and the curriculum. There has been little coverage on teachers - obviously one of the key figures in citizenship education. This volume, emerging from a cross-national study of teachers’ perception of good citizenship, aims to fill this significant gap. The chapters here ask two fundamental questions: What do teachers see as important in citizenship education? How do these perceptions facilitate or hinder the preparation of good citizens? While providing rich and useful data on the latest developments of citizenship education in various contexts, this book also offers an all-round review of concepts and arguments on the subject, as well as insightful comparative analyses of the findings emerged from the case studies. One encouraging conclusion drawn from these studies is that teachers across nations share similar goals and objectives that seem to have transcended cultural and political boundaries. This book will appeal to all those who are interested in citizenship education, and will specifically be of interest to policymakers, curriculum developers, education scholars and researchers, social workers, and teachers.

    eISBN: 978-988-220-112-5
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. Foreword
    (pp. vii-viii)
    John J. Cogan

    This book is a much-needed comparative work in the area of citizenship education. First, it is based upon an empirical work that gives the book a solid foundation. Second, it selects as cases three countries not usually seen in the literature: Australia, China and Russia. China and Russia, without doubt, will become major players on the world geopolitical stage in the first half of this century. Australia is seeking an identity and appears to be seeking a way to remove itself from the mantra of the Commonwealth towards an independent and freestanding Asia-Pacific nation. It is important to see how...

  4. Acknowledgements
    (pp. ix-x)
  5. List of Contributors
    (pp. xi-xiv)
  6. Part 1: Background and Introduction
    • 1 Cross-national Citizenship Study: Background and Methodology
      (pp. 3-18)
      W. O. Lee and Jeffrey T. Fouts

      The past decade has witnessed massive changes in social, economic and political circumstances in many countries. In association with these changes was increased interest in the question of citizenship. During this period, many efforts were initiated to review concepts of citizenship and promote citizenship education by governments, as well as research on citizenship and citizenship education conducted by international organisations and academics.

      As regards changes in social, economic and political circumstances, in the Western world, the most notable scenarios were the breakdown of communism in Eastern Europe; the emergence of the European Union and thus the notion of supra-nationalism; increased...

    • 2 Concepts of Citizenship: From Personal Rights to Social Responsibility
      (pp. 19-52)
      Jeffrey T. Fouts and W. O. Lee

      Well over two millennia ago, Aristotle considered the concept and definition of the good citizen and citizenship and concluded that “there may be a difference of opinion” and that the “citizen then of necessity differs under each form of government” (Aristotle, Politics, bk. III, 1995, trans.). For the next 2000 years, many of the great thinkers and writers of the ages continued to articulate differing concepts of citizenship, so that when the Frenchman Jean Bodin published his Six Books of the Commonwealth in 1576, in which he examined the concept, he lamented that there must be more than 500 definitions....

  7. Part 2: Country Cases
    • 3 Teachersʹ Perceptions of Citizenship in the United States
      (pp. 55-92)
      Carol Brown

      Writers familiar with citizenship education in the United States generally agree that educating for citizenship has been, historically, a primary goal, if not the primary goal of schools in America (Butts 1978; Webb, Metha, and Jordan 1991). The concept of citizenship has changed and evolved since the time of the American Revolution, however, as have the ideas about how to best educate for responsible citizenship (Butts 1978). Certainly there is a difference in what was meant by citizenship education at the time of World War II and what is meant today, in an age of global interdependence. Thomas Dynneson (1991,...

    • 4 Teachersʹ Perceptions of Citizenship in Australia
      (pp. 93-130)
      Warren Prior

      Before any part of the southern regions of the earth was known to Europeans, there was speculation, chiefly among men adept in theology and dialectics, whether there could be an antipodes. Some declared it positively sinful to believe in the existence of lands situated where the upholders of the contrary theory believed that there probably was a habitable continent. There was no historical testimony, as the greatest figure in the early church, St Augustine of Hippo, declared:

      for giving credit to that fabulous hypothesis of men

      who walk a part of the earth opposite of our own, whose feet are...

    • 5 Teachersʹ Perceptions of Citizenship in England
      (pp. 131-174)
      Ian Davies, Ian Gregory and Shirley C. Riley

      This chapter discusses the historical background to debates on citizenship education in England and reports on issues arising from the analysis of research data collected from over 700 teachers.

      The first main part of the chapter explores some of the historical and intellectual roots of debates on citizenship and citizenship education in England through to the present time. In particular, the conceptual development of citizenship is addressed in the context of twentieth-century social, economic, and political thought. Contemporary influences shaping citizenship and citizenship education are examined and discussed in their implications for prevailing school practice in England. How citizenship and...

    • 6 Teachersʹ Perceptions of Citizenship in Russia
      (pp. 175-208)
      Maria Jacobson Ellis and Carol Brown

      Ideas about what it means to be a good citizen and how to develop citizenship have been discussed in Russia for centuries. This historical review examines the Russian perception of an ideal member of society and the efforts of the schools over the last ten centuries to realise that ideal. Significant historical landmarks in this process are 988, the 1700s, 1861, 1917, and 1991. These dates represent the different stages of Russian thought in a search for the virtues of citizenship, which over the years have been revealed in crucial social and political events.

      The word grazhdamn (citizen) is believed...

    • 7 Teachersʹ Perceptions of Citizenship in China
      (pp. 209-246)
      W. O. Lee

      This chapter differs from the studies in the other chapters, in the sense that it covers three Chinese cities, Hangzhou, Guangzhou and Hong Kong, whereas the studies in the other chapters draw data only from one city in the countries surveyed.¹ Because of its different historical background, citizenship education in Hong Kong has features of development quite different from those in other Chinese cities. This chapter, therefore, presents the background of citizenship education in China in general as well as in Hong Kong. The chapter, however, discusses data drawn from the three cities altogether, with a comparative perspective. As the...

  8. Part 3: Cross-national Comparison
    • 8 Cross-national Comparisons and Conclusions: Teachersʹ Perceptions Towards Social Citizenship
      (pp. 249-262)
      W. O. Lee

      The previous chapters have presented findings and observations from the country representatives participating in this study under a common framework. This chapter aims to compare the findings collected from each of the countries in the study, in order to depict the perception of citizenship held by teachers. This chapter compares the country data in three ways. The first approach of comparison is the juxtaposition of the factors emerging from factor analysis of all the participating countries. This will help us see how the items are grouped into factors that can represent citizenship constructs. As illustrated below, many common factors emerge...

  9. References
    (pp. 263-282)
  10. Index
    (pp. 283-290)