Justice Citizens, Active Citizenship, and Critical Pedagogy: Reinvigorating Citizenship Education

Autor/inn/en	Heggart, Keith R.; Flowers, Rick
Titel	Justice Citizens, Active Citizenship, and Critical Pedagogy: Reinvigorating Citizenship Education
Quelle	In: Democracy & Education, 27 (2019) 1, Artikel 2 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Citizenship Education; Citizen Participation; Foreign Countries; Democracy; Youth; Social Media; Adolescent Attitudes; Social Justice; School Role; Participative Decision Making; Student Empowerment; Social Action; Handheld Devices; News Media; Credibility; Civics; Critical Theory; Film Production; Social Problems; School Community Relationship; Program Effectiveness; Public Opinion; Australia + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Ausland; Demokratie; Jugend; Jugendlicher; Jugendalter; Soziale Medien; Soziale Gerechtigkeit; Studienberechtigung; Soziales Handeln; Nachrichtenwesen; Glaubwürdigkeit; Staatsbürgerkunde; Kritische Theorie; Filmproduktion; Social problem; Soziales Problem; Öffentliche Meinung; Australien
Abstract	Recent surveys have indicated a worryingly low level of support for democracy among Australian youth and around the world. For example, in the 2017 Lowy Institute Poll, 36% of Australians indicated that, in some circumstances, a nondemocratic government is preferable. Such concerns, while hardly new, have triggered calls for more civic education and civic involvement. Linked to these concerns are discussions about the way new media (including mobile accessibility, the internet, and social media) is reshaping our understandings of public participation in democracy, especially the way that we conceive of the public sphere. Schools are often seen as important sites for the development of civic values in democratic countries. Having the skills and knowledge to navigate the public sphere in a critical way as well as contribute to it meaningfully is an important part of any activist approach to citizenship education. This paper presents one such example of radical citizenship education, Justice Citizens, and presents a framework that fellow critical educators might use to encourage young people to contribute to the public sphere not as citizens-in-waiting but as justice-oriented citizens. (As Provided).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01