070159 AG Political Education - Inclusive Citizenship Education (2019W)
- Registration is open from Mo 02.09.2019 08:00 to Fr 20.09.2019 12:00
- Registration is open from We 25.09.2019 08:00 to Mo 30.09.2019 12:00
- Deregistration possible until Th 31.10.2019 23:59
Classes (iCal) - next class is marked with N
Aims, contents and method of the course
Assessment and permitted materials
1. Interactive teaching – whole group interaction based on key input from Professor Print that addresses key issues and content identified in the syllabus
2. Group problem-solving – class activities to engage students in group activities that require a consensus position that addresses / resolves a key issue.
3. Self-reflection - The process of self-reflection - being aware of oneself - with regards to personal assumptions that are not questioned and their (unintentional) effects on one’s own (educational) action - are a useful in educational practice.
4. Student presentations – individual powerpoint presentations on key issues raised in class through interactive teaching and student questions
Minimum requirements and assessment criteria
Individually prepare a powerpoint presentation to the class on a research topic related to ICE and Europe. Investigate the issue and finalize topic with Prof Print by the end of week 1.
Presentations will take 20 minutes with another 10 minutes for questions and review.Group problem-solving
In small groups of 4-5 students identify in class a key problem in modern European society and how you would address it through ICE. This will occur during class 3Self-reflection activity
Review ethical behaviour as a democratic citizen.
Individually reflect upon your role as a prospective teacher in building active, informed citizens amongst your students. This will occur during class 4/5.Written assignment
If student wish a grade in this course a written task is required that summaries the role and potential effects of ICE in a school curriculum.
A significant literature exists in the field of civics and citizenship education. The more specific, targeted concept of Inclusive Citizenship Education is more recent and essentially reflects recent and current issues experienced in Europe and other countries. A commonly used concept in democracies is the need to prepare active, informed citizens in order to sustain democratic states as we know them. The literature below enables individuals to assess current problem areas critically and reflectively and to participate actively in social and political processes with an education in democracy.Select from:Davies, L (2006) Global citizenship; abstraction or framework for action? Educational
Review, 58, 1, 5-25
Dewey, J. (1916). Democracy and Education: An introduction to the philosophy of
education. New York: MacMillan.
Heater, D. (1999) What is Citizenship? Cambridge: Polity Press.
Ibrahim, T (2010) Global citizenship education: Mainstreaming the curriculum? Cambridge Journal of Education, 35, 2, 177-194.
Kiwan, D. (2007). “Uneasy relationships? Conceptions of ‘citizenship’, ‘democracy’ and ‘diversity’ in the English citizenship education policymaking process”, Education, Citizenship and Social Justice, 2(3), 223-235.
Kiwan, D. (2007). “Developing a model of inclusive citizenship: ‘institutional multiculturalism’ and the citizen-state relationship, Theory and Research in Education, 5(2), 225-240.
Macedo, S. (2005). Democracy at risk: How political choices undermine citizen
participation, and what we can do about it. Washington: The Brookings Institute.
McLaughlin, T. (1992). Citizenship, diversity and education: a philosophical perspective.
Journal of Moral Education, 21(3), 235-250.
Naval,C, Print,M & Veldhuis,R (2002) Education for democratic citizenship in the new
Europe. European Journal of Education, 37, 2, 107-128.
Parker, W. (1996). Educating the democratic mind. Albany: State University of New York Press.
Print, M (2018) Civics and citizenship education: The hope for democracy. In G Morales
Martinez and G Altamirano (Eds.) Civic Education: A Global Experience.
Santiago, Mexico: Institute Electoral del Estado de Queretaro pp39-54.
Print, M (2015) A global citizenship perspective through a school curriculum, In
R.Reynolds, etal., (Eds) Contesting and Constructing International
Perspectives in Global Education. Rotterdam: Sense Publishers.pp189-196
Print, M & Lange, D (Eds.) (2013). Civic Education and Competences for Engaging
Citizens in Democracies. Rotterdam: Sense Publishers.
Print, M & Lange, D (Eds.) (2012) Schools, curriculum and civic education for
building democratic citizens. Rotterdam: Sense Publishers
Reichert, F., & Print, M. (2018). Civic participation of high school students: The effect
of civic learning in school. Educational Review, 70(3), 318–341
Westheimer, J & Kahne, J (2004) What kind of citizen? The politics of educating for
democracy. American Educational Research Journal, 41, 2, 237-269.