Catherine Broom

Conceptualizing and Teaching Citizenship as Humanity

This article explores a conception of local and global citizenship as humanity framed within a post-structuralist, reintegrative stand. It begins by theorizing the elements of humanity by drawing connections to, and expanding upon, Nussbaums work. After setting the theoretical foundations of humanity as citizenship grounded in an ethic of care and a ‘thin’ conception of a world community that includes the vital element of deliberation, practical teaching suggestions for developing it are given. These are drawn from the works of three well-known philosophers of education.

The Erosion of the Public Good: the implications of neo-liberalism for education for democracy

This article describes the meaning, history and significance of the concept of the ‘public good’. It begins by theorising the ‘public good’ in relation to literature in the field, particularly Dewey. The public good is understood as an imagined and communal space in which goods valued by society become collectively owned and shared through respectful and open contestation and negotiation. The argument is then made that schools are both part of the public good as well as involved in the development of this concept in students, but that the ability of schools to do this is being damaged by new discourses. Current research and literature in the field of education is used to demonstrate how neo-liberal ideology is eroding this democratic idea. For example, neo-liberal ideology incorrectly positions all goods (including education) as private goods, with damaging consequences for society generally. Its controlling policies negatively affect the ability of schools to educate students about and for the public good, within a democratic conception of society. The article concludes with recommendations that aim to reinvigorate education for the and as a public good in schools. These recommendations are focused on teaching pedagogies.

Empowering students: Pedagogy that benefits educators and learners

This article argues that one of the main goals of social or civic studies is to empower students. However, traditional teaching practices often have the opposite effect of disempowering students. Traditional teaching practices are understood to emerge from the history and context of public schooling, from early practices, which have been reified. After describing this context, the article reviews the meaning of and literature around empowerment, which relate to the democratic purpose of schooling. The conception of empowerment that is presented is developed from Foucault’s work on power and knowledge. After this discussion, the article provides recommendations that aim to improve teaching practice in this area. These recommendations emerged from the teaching of an integrated teacher education course and include strategies such as inquiry, relationship - and community-building, problem or issue scenarios, and discussions. Comments from the student teachers who took the education course are included. The article demonstrates how empowering students does not disempower teachers, as teachers may fear.

Citizenship Education Discourse(s) in India

This chapter begins with a descriptive discussion of citizenship education in one region of India in order to present one way of thinking about citizenship. Then, the chapter describes the findings of a survey study of Indian youth’s conceptions of, and actions, toward citizenship in a different region of India. The chapter ends with a discussion of the findings.

Youth Engagement or Disengagement, Civic Mindsets, and Democracy

This book began by elaborating a model of youth attitudes and behaviors toward civic life that was dynamic and fluid. It theorized that youth’s attitudes and actions were the product of the interaction of their internal and external factors, which create a particular civic mindset in youth. Internal factors are considered to be such elements as personality traits, attitudes, knowledge, and feelings of efficacy. External elements include school, family, and culture.

Youth Civic Engagement in Context

Citizenship education is a thriving field of study in many democratic nations. Indeed, scholars, policy makers, and practitioners often justify the field’s importance by arguing that participatory citizenship is the foundation of democratic societies (Dewey, 1916).

Citizenship Education in Canada, Past and Present

Canadian youth are growing up in uncertain times and they are aware of this. A nation-wide study found that youth’s major concerns were lack of employment prospects, costs of education and student debt, costs of living, and the environment (MacLean, Shifts shaking Canadian youth, says report from Community Foundations of Canada. Retrieved from http://communityfoundations.ca/generation-flux-seismic-shifts-shaking-canadian-youth-says-report-from-community-foundations-of-canada, 2012; Morrison, The top five challenges facing Millenials in Canada. Retrieved from http://abacusinsider.com/canadian-millennials/top-5-challenges-facing-millennials-canada-millennials/#sthash.KgBNvsBa.dpu, 2013).

Towards Inclusive and Generative Citizenship Education

The purpose(s) and role(s) that higher education plays in society have been contested since Plato and his Republic. In 1852, for example, Cardinal Newman, argued for ‘pursuit of knowledge for the sake of knowledge, and not for the value of any of the fruits or applications, however important’ (Hutton, 1890, p. 217) in contrast to the decidedly utilitarian views of the previous generation. More recently, Clark Kerr (1982/2001) eloquently outlined this debate from a practitioner scholar’s perspective in The Uses of the University. This debate continues in the current preoccupation with the calculus of the public good as the monetary and non-monetary benefits to individuals and the public that are believed to stem from investments in higher education.