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Democracy should enable citizens to play an informed role in
determining how power is exercised for their common wellbeing, but
this only works if people have the understanding, skills and
confidence to engage effectively in public affairs. Otherwise, any
voting system can be subverted to serve the interests of
propagandists and demagogues. This book brings together leading
experts on learning for democracy to explore why and how the gap in
civic competence should be bridged. Drawing on research findings
and case examples from the UK, the US and elsewhere, it will set
out why change is necessary, what could be taught differently to
ensure effective political engagement, and how a lasting impact in
improving citizens' learning for democratic participation can be
made.
This book examines the approach to civic education in six societies
located on the Pacific Rim: Australia, Japan, Hong Kong, Taiwan,
Thailand, and the US. In these scrupulously designed studies, the
contributors investigate the recent re-emergence of civic education
in this region. Developments such as globalization, nationalism,
and sovereignty have profound effects on how schools make "good
citizens." These essays reveal how definitions of citizenship are
contested and revised under such influences, and interrogate
differences in civic education from nation to nation. As societies
attempt to strike a balance between obedience and critical
thinking, schools become the primary site of these transformations.
Analyzing both educational policy and its implementation, these
contributors offer a groundbreaking, comparative study that grounds
civic education historically and politically.
This book examines the approach to civic education in six societies
located on the Pacific Rim: Australia, Japan, Hong Kong, Taiwan,
Thailand, and the US. In these scrupulously designed studies, the
contributors investigate the recent re-emergence of civic education
in this region. Developments such as globalization, nationalism,
and sovereignty have profound effects on how schools make "good
citizens." These essays reveal how definitions of citizenship are
contested and revised under such influences, and interrogate
differences in civic education from nation to nation. As societies
attempt to strike a balance between obedience and critical
thinking, schools become the primary site of these transformations.
Analyzing both educational policy and its implementation, these
contributors offer a groundbreaking, comparative study that grounds
civic education historically and politically.
This book has been written to provide a current, practical,
Australian-based approach to designing and developing curriculum.
The demands of schools and educational systems today are such that
teachers with practical curriculum skills are highly valued and
this book provides a vital source for teachers who wish to build
their skills in the field of curriculum design and development. The
book addresses the needs of curriculum developers by examining the
nature of the curriculum process and how it can be applied in
schools. A particular strength is the way in which the chapters are
structured around a model of curriculum development. As the model
unfolds the reader is familiarised with the various elements of
curriculum including situational analysis, intent, content,
learning activities and evaluation. Teachers will appreciate the
value of understanding these elements and in so doing will acquire
valuable skills of curriculum design and development. A feature of
this book is that it addresses the issues of curriculum
implementation and curriculum change. To devise a curriculum
document in these times is tough enough. Those who wish to see
their curricula succeed must be involved with implementing that
curriculum and the curriculum change that results. This important
new book is particularly appropriate to classroom teachers, system
developers and student teachers studying curriculum.
This book has been written to provide a current, practical,
Australian-based approach to designing and developing curriculum.
The demands of schools and educational systems today are such that
teachers with practical curriculum skills are highly valued and
this book provides a vital source for teachers who wish to build
their skills in the field of curriculum design and development.The
book addresses the needs of curriculum developers by examining the
nature of the curriculum process and how it can be applied in
schools. A particular strength is the way in which the chapters are
structured around a model of curriculum development. As the model
unfolds the reader is familiarised with the various elements of
curriculum including situational analysis, intent, content,
learning activities and evaluation.Teachers will appreciate the
value of understanding these elements and in so doing will acquire
valuable skills of curriculum design and development.A feature of
this book is that it addresses the issues of curriculum
implementation and curriculum change. To devise a curriculum
document in these times is tough enough. Those who wish to see
their curricula succeed must be involved with implementing that
curriculum and the curriculum change that results.This important
new book is particularly appropriate to classroom teachers, system
developers and student teachers studying curriculum.
This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
Why does it appear that many young people are disengaging from
democracy and political participation? For many governments,
politicians, academics, social commentators and researchers this is
a serious and challenging problem. Consequently widespread interest
exists on how to engage young people in politics and democracy.
Civic education has re-emerged as a possible answer to this
question, though not necessarily in the form in which it may be
currently known. This book examines research into issues about the
engagement of young people in politics and democracy and examines
research on civic education applications and programs which may
address concerns about youth political participation. Murray Print
and Henry Milner are professors from the University of Sydney and
the Universite de Montreal respectively. They have brought together
a group of leading researchers exploring the relationship between
political participation and civic education to examine this
relationship in greater depth.
How can schools and the school curriculum contribute to building
democratic citizens? This is a major question posed by governments,
educational systems, schools, teachers and researchers around the
world. One important way is to identify the competences needed for
preparing democratic citizens and incorporate these within both the
formal and informal school curriculum. Another question must then
be posed- what competences do young citizens need to be considered
as active and engaged in modern democracies? In 2011 an invited
research symposium of leading civic and political educators, and
social scientists from across Europe met in Hannover, Germany to
consider this key concern facing Europe today. In examining the
above questions the symposium addressed two significant issues: 1.
Identify key competencies required for active citizenship of young
people in Europe of the future. 2. Translate those competencies to
school-based activities in the form of curricular and pedagogical
strategies. The publication Civic Education and Competences for
Engaging Citizens in Democracies addressed the first issue and this
volume addresses the second issue. Through discussion in the
invited symposium, previously prepared papers, and participation in
a modified Delphi Technique the participants have prepared chapters
for this book. The chapters of this book represent the contribution
of the participants before, during and after the symposium with
opportunities for review and reflection about competences for
democratic citizenship and the role of schools and the curriculum.
Murray Print and Dirk Lange are professors from the University of
Sydney and Leibniz Universitat Hannover, Germany respectively and
are national leaders in civics and citizenship education in their
respective countries. They have brought together a group of leading
European civic and citizenship educators from different academic
fields to explore the key issue and to identify the competences for
young people to become active and engaged European citizens.
How can schools and the school curriculum contribute to building
democratic citizens? This is a major question posed by governments,
educational systems, schools, teachers and researchers around the
world. One important way is to identify the competences needed for
preparing democratic citizens and incorporate these within both the
formal and informal school curriculum. Another question must then
be posed- what competences do young citizens need to be considered
as active and engaged in modern democracies? In 2011 an invited
research symposium of leading civic and political educators, and
social scientists from across Europe met in Hannover, Germany to
consider this key concern facing Europe today. In examining the
above questions the symposium addressed two significant issues: 1.
Identify key competencies required for active citizenship of young
people in Europe of the future. 2. Translate those competencies to
school-based activities in the form of curricular and pedagogical
strategies. The publication Civic Education and Competences for
Engaging Citizens in Democracies addressed the first issue and this
volume addresses the second issue. Through discussion in the
invited symposium, previously prepared papers, and participation in
a modified Delphi Technique the participants have prepared chapters
for this book. The chapters of this book represent the contribution
of the participants before, during and after the symposium with
opportunities for review and reflection about competences for
democratic citizenship and the role of schools and the curriculum.
Murray Print and Dirk Lange are professors from the University of
Sydney and Leibniz Universitat Hannover, Germany respectively and
are national leaders in civics and citizenship education in their
respective countries. They have brought together a group of leading
European civic and citizenship educators from different academic
fields to explore the key issue and to identify the competences for
young people to become active and engaged European citizens.
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