By Andrew Peterson, Robert Hattam, Michalinos Zembylas, James Arthur
This state of the art, accomplished instruction manual is the 1st of its type to completely discover the interconnections among social justice and schooling for citizenship on a world scale.
Various academic regulations and practices are predicated on notions of social justice, but every one of those are explicitly or implicitly formed by way of, and in flip themselves form, specific notions of citizenship/education for citizenship. Showcasing present examine and theories from a various diversity of views and together with chapters from across the world popular students, this guide seeks to envision the philosophical, mental, social, political, and cultural backgrounds, components and contexts which are constitutive of latest study on schooling for citizenship and social justice and goals to examine the transformative position of schooling relating to social justice matters. cut up into sections, the 1st includes chapters that discover imperative concerns when it comes to social justice and their interconnections to schooling for citizenship while the second one comprises chapters that discover problems with schooling for citizenship and social justice in the contexts of specific international locations from round the world.
Global in its viewpoint and definitive in content material, this one-stop quantity could be an critical reference source for a variety of teachers, scholars and researchers within the fields of schooling, Sociology, Social coverage, Citizenship reports and Political technology.
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Extra resources for The Palgrave International Handbook of Education for Citizenship and Social Justice
2006). The particular universalism of a Nordic civic nation: Common values, state religion and Islam in Danish political culture. In T. Modood, A. Triandafyllidou, & R. ), Multiculturalism, Muslims and citizenship: A European approach. Abingdon: Routledge. E. (2003). Transformative pedagogy for democracy and social justice. Race Ethnicity and Education, 6(2), 165–191. Nayak, A. (2006). After race: Ethnography, race and post-race theory. Ethnic and Racial Studies, 29(3), 411–430. , & Reilly, J.
Hartmann, D. (2007). ). Thousand Oaks: Pine Forge Press. , & Pike, G. (2009). Global citizenship education: Challenges and possibilities. ), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship. New York: Routledge. , & Yamashita, H. (2004). Global citizenship education: The needs of teachers and learners. Birmingham: Centre for International Education and Research, University of Birmingham. Delanty, G. (2000). Citizenship in a global age.
An emphasis on intersectionality has the potential to enable the foregrounding of issues of power, as it necessarily engages with institutional recognition (or the lack thereof ) of multiple sites of inequalities. This illustrates the need to go beyond pedagogical and curricular approaches to whole school approaches and links within the community. Citizenship Education Beyond the Nation-State While conceptions of global citizenship are not new, contemporary globalizing forces of international migration, conflict and refugees, global health, economic liberalism, global justice, global poverty and so on are heightening the awareness of policy-makers and educators to the global dimensions of citizenship, including those in the domain of educational policy and curriculum.