Citizenship & democratic education, critical reflection & transformative learning, research methodology

Toward a Critique of Paideia and Humanitas: (Mis)Education and the Global Ecological Crisis

by Richard Kahn

Education in the Era of Globalization, Ilan Gur Ze’ev and Klas  Roth (eds.), Springer

Cross-curricular or cross-purposes? An exploration of the relationship between Citizenship Education and Physical Education.

by Paul Adams

Published in The Bulletin of Physical Education

Since 2002 Citizenship Education has been a statutory subject on the Key Stage 3 and 4 curriculum. In addition, at Key... more Since 2002 Citizenship Education has been a statutory subject on the Key Stage 3 and 4 curriculum. In addition, at Key Stages 1 and 2 it has been incorporated into a nonstatutory framework for Personal, Social and Health Education and Citizenship.
Much of that written to date has centred on the ways in which Citizenship Education can be planned for and operationalised within a cross-curricular approach. Although the contribution from Physical Education (PE) has been less than that for History, for example, it has received some attention. This paper contends that, to date, such deliberations have either conflated Citizenship Education and Personal - Social education, or have failed to acknowledge the differences that exist between PE as a National Curriculum subject and PE as part of the wider school debate. Thus, any proposals that see PE as a contributor to Citizenship Education have at best been misplaced.

Interactive critical reflection as intercultural competence

by Ariane Berthoin Antal

co-authored with Victor Friedman, in: David Boud, Peter Cressey, Peter Doherty (eds.), Productive Reflection at Work, Routledge: London:120-130

In this chapter we shall argue that cultural knowledge and a focus on adaptation can actually inhibit learning.... more In this chapter we shall argue that cultural knowledge and a focus on adaptation can actually inhibit learning. Furthermore, we shall argue that an interactive process of critical reflection lies at the core of "intercultural competence". This process, which we call "negotiating reality," entails (1) an active awareness of oneself as a complex cultural being and the effect of one’s own culture on thinking and action, (2) an ability to engage with others to explore tacit assumptions that underlie behaviour and goals, and (3) openly testing with others different ways of thinking and doing thing .

Disenfranchisement and Power: The Role of Teachers as Mediators in Citizenship Education Policy and Practice

by Debora Hinderliter Ortloff

Towards a framework for critical citizenship education

by Laura A. Johnson

Co-authored with Paul Morris
Published in Curriculum Journal, Volume 21: No. 1, pp. 77 - 96
Open access throughout 2011 (Routledge Class of 2011)

Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of... more Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.