For citizenship education in the 21st century, globalization
increasingly presents a new challenge and a new opportunity. Since
the time when nationalism played a critical role in unifying new
nations, nationality and citizenship have been virtually synonymous
terms. As a result, the constructed symbiosis of citizenship and
national identity has influenced state supported citizenship
education in the most profound way. School curricula, particularly
in public schools, produced and reinforced the dominant version of
citizenship, which is national citizenship. Schools were expected
to prepare future loyal citizens who would identify themselves with
the nation. Due to the changing nature and scope of human
interactions, the traditional model of citizenship education,
however, appears increasingly outdated and deficient to address
many contemporary challenges. Thus, schools have become a locus of
a potential conflict of two citizenship discourses: the discourse
of national citizenship that for a long time has served as the
ultimate purpose of public education and the discourse of global
citizenship that is forcefully and continuously seeking for a
proper place in school curricula despite the lack of curricular
heritage. The need for an education for citizenship that has a
global scope and is guided by critical and emancipatory approaches
becomes more evident. At the same time, the pressure to globalize
and internationalize curriculum actively challenges such concepts
as patriotism, national identity, loyalty to the state, or national
uniqueness of government and democratic development that have been
fundamental for citizenship and civic education for decades. In
this book, a group of international scholars present their research
about the dynamic development, interplay, and interconnectedness of
two major discourses in citizenship education, namely national and
global. Case studies and ethnographies from China, Cyprus, Egypt,
Hong Kong and Singapore, Lebanon, Liberia, the Netherlands, Russia,
and the United States display a multifaceted but yet comprehensive
picture of educators' attempts to promote social justice, global
awareness, and multiple loyalties. The volume will appeal to
several constituencies: it will be interesting to teachers and
teacher educators whose focus of instruction is citizenship
education, social studies education, and global education; it will
also be interesting to scholars who conduct research in citizenship
and global education.
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