The article begins by examining the predominant image of young people today as alienated, apathetic, and uninvolved in their communities. It is argued that any debate about participation and politics should consider young people's involvement in voluntary and campaigning activities. Using data from a study of 1160 14-16 year-olds, it is shown that a considerable number of young people are involved in volunteering and campaigning, and also that these activities are influenced by gender, ethnicity, locality and the family. The article then explores the ways in which participation in volunteering and campaigning can promote the development of young people's political knowledge, awareness and understanding. It is demonstrated that involvement in these activities affects young people's political development in five ways, specifically in developing an understanding of the needs of different groups in society; a sense of influence over political and social events; a growing sense of party political differences a...

Young People's Voluntary and Campaigning Activities as Sources of Political Education

This bibliography cites over 300 publications on citizenship education. Sources, arranged alphabetically by author, include books, journal articles, conference papers, periodicals, reports, curricula, essays, handbooks, standards, teaching guides, research studies, and bibliographies from 1931--October 1996. (CB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** CITIZENSHIP EDUCATION BIBLIOGRAPHY A Publication of The Citizenship Education Policy Study John J. Cogan, Project Director Patricia K. Kubow, Project Coordinator Date: October 1, 1996 Project Researchers and Contributors to this Bibliography: Somwung Pitiyanuwat Chumpol Poolpatarachewin Arunsri Anantrasirichai Walai Panich Chanita Rukspollmuang Suchin Visavateeranon Yasushi Mizoue Akira Ninomiya Shuichi Nakayama Kazuko Otsu Tadahisa Uozumi Sjoerd Karsten Ray Derricott Athan Gotovos Zsuzsa Matrai Hans Merkens Patricia Avery Roland Case Fred Finley David L. Grossman Ruthanne Kurth-Schai Ken Osborne Walter C. Parker Kathy Skau 2 BEST COPY MD NBLE PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY pioeicmIC. isozo TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) likThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. CITIZENSHIP EDUCATION BIBLIOGRAPHY Abrams, Fran. (1993, July 16). Rights, duties, and the greater scheme: Citizenship education reviewed. Times Educational Supplement, 10. Alba la-Bertrand, Luis. (1995, May). What education for what citizenship? Educational Innovations and Information, 82. Alberta Social Studies Curriculum. (1985). Edmonton: Alberta Department of Education. Alexander, D., & Prideaux, D. (1984, May). Citizenship education as ideology transmission. Curriculum Perspectives, 4(1), 17-23. Alger, Chadwick, F., et al. (1980, April). Citizenship and education in modern society. Proceedings of the Symposium on Citizenship and Education in Modem Society. Columbus, Ohio. (ERIC Document Reproduction Service No. 228 141). Algie, Jimmy. (1975). Social values: Objectives and action. London: Kogan Page. Alleman, J.E., & Rosaen, C.L. (1991). The cognitive, social-emotional, and moral development characteristics of students: Basis for elementary andmiddle school social studies. In J.P. Shaver (Ed.), Handbook of research on social studies teaching and learning: A project of the National Council for the Social Studies (pp. 121-133). New York: Macmillan. Allen, Garth, & Lister, Ian. (1977). Report on the political education research unit on the programme for political education. York, England: University of York. Allen, Michael, G. (1990). Middle level social studies: Teaching for transition to active and responsible citizenship. Rowley, MA: New England League of Middle Schools. American Civic Forum. Civic declaration: A call for a new citizenship. (December 9, 1994). A New Citizenship Project of The American Civic Forum. An Occasional Paper of the Kettering Foundation. Dayton, Ohio: Kettering Foundation. Anderson, Charlotte C. (1993, April/May). The context of civic competence and education five hundred years after Columbus. Social Education, 57(4), 160-164. Anderson, L., Remy. R.C., & Snyder, R.C. (1977). Criteria for improving political education in elementary school. International Journal of Political Education, 1(1), 61-72. Anderson, Robert M. (1983, May). Interest groups in social education. History andSocial Science Teacher, 18(4), 205-209, 225. Angell, Ann V. (1991, Summer). Democratic climates in elementary school classrooms: A review of theory and research. Theory and Research in Social Education, 19(3), 241266.

/pdf/extended-citizenship-bibliography-a-publication-of-the-zjyy7hpd0v.pdf

Extended Citizenship Bibliography: A Publication of The Citizenship Education Policy Study.

Peace education is a diverse, complicated, and controversial area of educational practice. It has international connotations and links with conflict resolution and development, and is gaining more ...

A Culture of Peace via Global Citizenship Education

This study warns that Scottish education is in danger of losing a valuable and venerable element of the school curriculum: the Classics. In order to demonstrate what Scottish education stands to lose, this study defends one particular element of the Classics, rhetoric, understood as the practice of effective speaking and effective writing for the purpose of persuasion. Scotland’s Curriculum for Excellence (CfE), first conceived in 2002 and implemented in 2010, is still a fledgling curricular initiative and schools are currently in an adjustment phase while existing syllabus content and pedagogical approaches are reviewed in order to better reflect the aims and purposes of the new curriculum. With increased focus on teacher autonomy, flexibility, personalisation and choice (Scottish Government 2008), now is an ideal time, I claim, to reveal and defend the contribution of rhetoric to this curriculum. This study promotes the learning and teaching of rhetoric in Scottish secondary schools, citing its potential to enrich not just the Classics but many areas of the curriculum, and makes particular claims for its contribution to cultivating critical and responsible citizens.

Set against a broader backdrop of political and philosophical influences on curriculum reform and educational policy, this research examines the origins, aims and purposes of CfE and suggests that, although clearly influenced by supranational expectations regarding employability, economic growth and adequately equipping the future workforce, the curriculum appears to uphold the value of the Arts and Humanities and places education for citizenship at its core. These moves imply progress, at least in Scotland, towards ameliorating the ‘crisis in the Humanities’ and making room for increased focus on cross-curricular skills and abilities which are considered important for responsible citizenship: literacy, speaking and listening, argumentation and debate. The retention of Classical languages in Scotland’s new curriculum offers renewed hope, at least at the policy level, for the revitalisation of Classics teaching in Scottish schools. Yet despite their inclusion in the curriculum, they have received no promotion and there are no teacher training places available in Classical languages in Scotland so, at a practical level, the future of the subjects remains in crisis. By focussing on the educational merit of just one feature of the Classics, this study aims to highlight the value of rhetoric in CfE and in so doing raise the profile and improve the image of Classical language education.

I argue that the Classical rhetorical framework, developed as a method for citizens to represent themselves effectively in public, has much to offer the development of literacy, critical literacy and critical thinking. These skills are shown to be linked to citizenship education and particular attention is paid to what is meant by ‘responsible citizenship’ in CfE. The argument is made that popular interpretations of the policy imply personally responsible or participatory conceptions of citizenship, but I promote a maximal interpretation in the form of ‘justice-oriented’ citizenship (Westheimer and Kahne 2004: 242). I defend that it is this conception of citizenship which is optimal for Scottish democracy both to appeal to the Scottish democratic intellect (Davie 1961) and to advance the values of wisdom, justice, compassion and integrity, the values inscribed on the mace in the Scottish Parliament (Gillies 2006). Despite ambiguity in CfE regarding the form of democracy envisaged for the 21st century, I argue that the study of rhetoric cultivates knowledge and skills which are particularly pertinent and beneficial to deliberative democracy and that in such a conception of democracy, rhetoric complements critical argumentation as a method of deliberation between citizens. I claim that it does so by facilitating narrative imagination, engaging the emotions and by providing a communicative bridge between diversely positioned deliberators.

After highlighting and defending the value of rhetoric in CfE, the study concludes with the consideration of how rhetoric might best be positioned in the curriculum and advances a number of possible pedagogical models for its delivery, the most practical of which is offered by a cross-curricular approach but the most desirable of which is conferred by Classical languages.

/pdf/a-defence-of-classical-rhetoric-in-scotland-s-curriculum-for-3erchf8gt3.pdf

A Defence of Classical Rhetoric in Scotland's Curriculum for Excellence

ii DEDICATION v ACKNOWLEDGEMENTS vi PART 1 CHAPTER 1 1 RESEARCH OVERVIEW 1 CHAPTER 2 13 PROTOTYPICAL ATHENIAN DEMOCRACY, PARTICIPATION AND EDUCATION 13 2.

/pdf/citizenship-education-in-south-africa-a-critique-of-post-2mpb4m1il8.pdf

Citizenship education in South Africa : a critique of post-apartheid citizenship education policy.

Part 1 The citizenship perspective: tensions in the citizenship ideal citizenship and minorities the citizen and the law. Part 2 Citizenship and voluntary action: citizenship and community service volunteers citizenship, voluntary organizations and the state. Part 3 Citizenship - international perspectives: education for citizenship in France education for the international responsibilities of citizenship the work of the United Nations. Part 4 Citizenship and education: developing "Citizenship" awareness in Oxfordshire schools rights, responsibilities and school ethos equal opportunities - rights and access to the curriculum providing a moral education independent of religious beliefs.

Education for citizenship : ideas and perspectives for cross-curricular study

Part 1 Support and management of pupil behaviour: ways of improving discipline in secondary schools and classrooms management and teachers - discipline and support advisors and the pastoral support role teachers and magistrates working together. Part 2 The bullying aspect of pupil behaviour: bullying - a whole school response pupil relationships. Part 3 Learning through curriculum initiatives: the new learning initiative and achievement projects in Oxfordshire the lower attaining pupil teaching thinking - past and present reading recovery.

Learning to Behave : Curriculum and Whole School Management Approaches to Discipline

Learning from excellence: a theatre efficiency quality improvement approach

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Education for citizenship : ideas and perspectives for cross-curricular study

Learning to Behave : Curriculum and Whole School Management Approaches to Discipline

Learning from excellence: a theatre efficiency quality improvement approach