Citizenship education and the challenge of racism,discrimination and disadvantage

The idea behind citizenship education is that it will help both to integrate the demands of justice, equality and community and to prevent the increasing apathy towards politics and government, which may damage the health and stability of a modern liberal democracy. The recent British Report on Education for Citizenship and the Teaching of Democracy in Schools (the Crick Report) can be seen as a response to those concerns. This article discusses these concerns and offers an evaluation of the main recommendations of the Crick Report from the perspective of ethnic minorities and disadvantaged groups. If citizenship education as defined by the Crick Report is intimately linked to ideas of entitlement, justice and tolerance of difference, would such an education help students to acquire the necessary knowledge and understanding, skills and dispositions to tackle racism, discrimination and disadvantage? An incisive education must help to remove social, racial and sex barriers that prevent some citizens from enjoying their full citizenship rights. This article offers some critical general conceptual perspectives that aim to help inform teachers thinking about those issues.     

‘I do not have the means to speak:’ educating youth for citizenship in post-conflict Liberia

Although policymakers stress the importance of education in promoting peace, little research examines the ways that schools prepare students affected by conflict to participate in the restoration of peace in their political community. Post-conflict societies experience severe challenges in strengthening political processes and social cohesion. This paper discusses citizenship education at a school run by a non-governmental organization near Monrovia, Liberia, examining the implemented curriculum in an 8th grade civics classroom. The paper details the ways that young people expressed civic critiques within the classroom, and provides a counterstory to narratives of harsh and violent educational environments in the region. This classroom was a space where students and their teacher engaged in talk about contentious issues: students discussed corruption and injustice, and highlighted the relationship between economic and political power. I argue that if the goal of education is to produce engaged, effective citizens, teachers should have pedagogic support to confront the differences between the implemented curriculum and students’ lived experiences. Peace education in such contexts must include equipping students to seek justice. Furthermore, because possibilities for civic education are embedded in students’ local and national contexts, current global civic education initiatives must be adaptive to local realities.     

Converging social justice issues and movements: implications for political actions and research

Abstract

We argue that the multiple contemporary converging crises have significantly altered the context for and object of political contestations around agrarian, climate, environmental and food justice issues. These shifts affect alliances, collaboration and conflict among and between state and social forces, as well as within and between movements and societies. The actual implications and mechanisms by which these changes are happening are empirical questions that need careful investigation. The bulk of our discussion is dedicated to the issue of responses to the crises both by capitalist forces and those adversely affected by the crises, and the implications of these for academic research and political activist work. More specifically, we explore four thematic clusters, namely (1) class and intersectionality; (2) sectoral and multisectoral issues and concerns; (3) importance of immediate, tactical and concrete issues of working people; and (4) links between national and global institutional spaces and political processes. We know only a little about the questions we framed here, but it is just enough to give us the confidence to argue that these questions are areas of inquiry that deserve closer attention in terms of both academic research and political debates and actions.     

Convergence as political strategy: social justice movements,natural resources and climate change

Abstract

Critical scholars and activists have now been contending with a widely recognised convergence of global crises for a decade. The issues have intersected decisively, with staple food sources proving inaccessible for the world’s poor, banks foreclosing on the most vulnerable, fuel sources causing war and impacting migration, and climate change-related instabilities shaking low-income communities to their core. At the same time, agrarian, environmental, indigenous and fishers’ movements – among others – have used this moment to converge in their own right. This article explores this intertwining of social justice movements with an eye on such interrelated challenges. Its overall objective is, on one side, to provide some broad empirical brushstrokes on the intertwining of transnational social justice movements at the local, national and regional scales as they work with and trade frameworks of food sovereignty and climate justice. On the flip side, this article offers a set of tools to analyse and understand the politics of convergence as political strategy – as a means of advancing global social justice – against the rising tide of climate-related resource grabs.     

Militarisation of citizenship education curriculum in Turkey

In response to the United Nation’s (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from ‘Citizenship Studies’ to ‘Citizenship and Human Rights Education’ in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled the first Islamist party-led government in the name of preserving the principle of laicism. Announced after the 1997 coup, the main textbook for the citizenship and human rights education course showed a profound influence of the militaristic discourses as evidenced by the negative depiction of the Kurdish people and political Islamists and the hagiographic portrayal of Atatürk and the army. By drawing on interviews with key informants, archival/public policy documentation and textbooks, this paper argues that the curriculum reform began with the participation in the UN initiative ended with the military’s instrumentalisation of the subject because it was launched with no recognition of Turkey’s human rights and democracy problems.     

Social Justice Advocacy by and for Tibetan Immigrants

Abstract

Advocacy for immigrants empowers them to fight for social justice. For Tibetan immigrants this struggle for justice inside their home country has been part of their U.S. immigration experience. They have also been part of New York City immigrant coalitions that are advocating for basic services lost during the 1996 Welfare Reform. The need for more equable access to education is also addressed. Finally, the harshness of expedited removal of asylum seekers needs to be supplanted by procedures that safeguard human rights.     

Pitying the Third World: towards more progressive emotional responses to development education in schools

The development sector appeals to emotions in its marketing and education material to raise awareness and funds for its work. Much of this material is now directed at schools, where young people form long-lasting opinions about development and the developing world. This paper draws upon research with 118 students in five New Zealand/Aotearoa secondary schools to show that young people are not passive receptors of development marketing and education. Instead, they question the activities of international ngos involved in aid work and how they are meant to feel or act in response. We examine these emotional responses of young people and the demoralising feelings of guilt, sadness and scepticism that arise, often alongside an innocent paternalism and a desire to help. We outline possibilities for more socially progressive forms of development education, based on the recognition that young people are questioning old ways of doing aid work and looking for something new. We challenge ngos to be part of new forms of global connectedness that disrupt old ‘us and them’ binaries based on difference, and instead to pursue new linkages based on shared feelings of empathy, friendship and social justice.     

Problematizing war: reviving the historical focus of peace education

In the last forty years, peace education has broadened its focus from primarily international peace and the prevention of war to an approach that encompasses social justice, environmental education, critical theory, and multicultural education. While this is a positive evolution in many respects, there is a danger in de-emphasizing the actual critique of war and militarism. This article looks at the reasons why peace education should revive its strong historical focus on problematizing war. There is a strong emphasis on how educators can implement this in the classroom by fostering an environment where students can critique both past and contemporary conflicts. This renewed focus is of special importance in our modern globalized world, especially in militarily powerful nations such as the United States.     

‘Pedagogies of resistance’ and critical peace education praxis

This paper explores ‘pedagogies of resistance’ – or critical and democratic educational models utilized by social movements – and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is ‘How can educational projects that resist larger social, political and economic inequalities offer understandings about how we learn, teach, and act for peace in diverse settings?’ Drawing upon literature from various fields, ideas and insights are offered about how the field of peace education can better respond to multiple and diverse realities, particularly those facing marginalized communities. The article provides an overview of key tenets of peace education and ideas central to ‘critical peace education;’ offers a framing of ‘pedagogies of resistance;’ and, lastly, details what directions emerge by putting these two educational forms in conversation.     

Shining light into dark shadows of violence and learned helplessness: peace education in South Korean schools

The paper illustrates how a culture of violence is perpetuated and reproduced in South Korea through schooling and argues that peace education could help transform a culture of violence to a culture of peace. Critical ethnographic methods and a framework of peace education were applied to a sample of secondary schools in South Korea to argue that a disturbing culture of violence and learned helplessness were present; this comprises themes of direct and indirect violence through iljin (a group of students who are considered key perpetrators of school violence); a colonized false ideology and resistance to social justice. More positively, findings are also used to generate possibilities for pedagogical change based on peace education – an approach that proves useful both as an analytical frame for examining peace-violence relations in education and society and as an essential pedagogy for progressing towards peace in South Korean schools.     

Citizenship and governance in Mercosur: arguments for a social agenda

This paper examines a neglected dimension of the debate about post-national citizenship by focusing on the articulation of citizenship demands at the level of the region. More specifically, it analyses the pressures for, and the constraints on, the project of social citizenship within Mercosur. Drawing on primary research in Argentina, the article identifies a number of initiatives that attempt to infuse Mercosur with a social agenda. I argue that the significance of these initiatives is that they represent the first coherent attempt to articulate a citizen-centred model of new regionalism in Mercosur. But I also suggest that a formidable combination of obstacles lies in the path of this alternative project of regional governance. Finally, I explore the consequences of excluding issues of citizenship, rights and welfare from the agenda of regionalism, highlighting in particular the possibility of societal rejection if region building remains empty of social meaning.     

The challenge of locating land-based climate change mitigation and adaptation politics within a social justice perspective: towards an idea of agrarian climate justice

Abstract

The global land rush and mainstream climate change narratives have broadened the ranks of state and social actors concerned about land issues, while strengthening those opposed to social justice-oriented land policies. This emerging configuration of social forces makes the need for deep social reforms through redistribution, recognition, restitution, regeneration and resistance – book-ended by the twin principles of ‘maximum land size’ (‘size ceiling’) and a ‘guaranteed minimum land access’ (‘size floor’) – both more compelling and urgent, and, at the same time, more difficult than ever before. The five deep social reforms of socially just land policy are necessarily intertwined. But the global land rush amidst deepening climate change calls attention to the linkages, especially between the pursuit of agrarian justice on the one hand and climate justice on the other. Here, the relationship is not without contradictions, and warrants increased attention as both unit of analysis and object of political action. Understanding and deepening agrarian justice imperatives in climate politics, and understanding and deepening climate justice imperatives in agrarian politics, is needed more than ever in the ongoing pursuit of alternatives.     

The changing roles of local government in education

This article explores the ongoing debate about the changing roles of local government in education in Britain. It focuses on research evidence from Scotland, especially issues associated with devolving management to schools and reorganising local government. These findings are compared with the debate and evidence about the changing role of local government in education in England and Wales during the past decade. It is suggested that while there has been substantial reform of education and local government throughout Britain, the policies have differed in nature and outcomes north and south of the border.     

Can poverty be funny? The serious use of humour as a strategy of public engagement for global justice

This article examines the use of humour as a strategy to promote increased public engagement in the countries of the global North with issues of global justice. The central argument of the article is that humour can be both an ethical and an effective way of attracting and sustaining public engagement in struggles for global justice. There are risks and limits to the use of humour to represent issues of poverty and injustice but, given low levels of public engagement in these issues in the countries of the global North, humour is a risk worth taking.     

Toward a critical peace education for sustainability

This article proposes the need for peace education as a field to embrace critical power analysis of place in efforts toward social and environmental sustainability. Rather than status quo reproduction, a critical peace education for sustainability should both elucidate and transform the power dynamics inherent in structural violence and cultural violence. The inherent rights of people, plants, and ecosystems to live with dignity and to prosper are proposed. Practically speaking, the article offers perspectives from a critical pedagogy of place and an earth connections curriculum unit as vehicles for transformative education.     

Pathway to resilience: hands and hearts for peasant livelihoods and fair relations between humans and nature

Abstract

Peasants and rural communities are on the front lines of most climate catastrophes taking place nowadays worldwide; at the same time, we have been the ones taking care of our common planet over generations. This article begins with a brief overview of the current situation of land use in the world today and links it to climate issues. It then describes some of the solutions to climate threats being negotiated between national governments and the private sector. It then highlights solutions that communities are already implementing and concludes with the reasons why systemic change is needed in order to achieve agrarian and climate justice.     

The politicization of education: Identity formation in Moldova and Transnistria

This article examines how education, linguistic and citizenship policies have influenced the development of Moldovan identity and relations with the breakaway region of Transnistria. The article explores the influence of three specific education policies (Russian language instruction, an integrated history course and Romanian language school closures in Transnistria) on the debate concerning Moldovan identity and ultimately Moldovan statehood. The Romanian language school closures in Transnistria demonstrate that education is not only an important agent of identity formation, but also that such crude political tactics as school closures ultimately affect other education policies, reinforce negative stereotypes and make meaningful dialogue impossible. The larger issue than the school closures in Transnistria is whether devolution of authority on issues such as education policy is possible no matter how autonomy is granted.     

The Place of Vietnamese Marriage Migrants in Singapore: social reproduction,social ‘problems’ and social protection

While the literature on ‘global care chains’ has focused on the international transfer of paid reproductive labour in the form of domestic service and care work, a parallel trend takes the form of women marriage migrants, who perform unpaid labour to maintain households and reproduce the next generation. Drawing on our work with commercially matched Vietnamese marriage migrants in Singapore, we analyse the existing immigration–citizenship regime to examine how these marriage migrants are positioned within the family and nation-state as dependants of Singaporean men with no rights to work, residency or citizenship of their own. Incipient discussions on marriage migrants in civil society discourse have tended to follow a ‘social problems’ template, requiring legislative support and service provisioning to assist vulnerable women. We argue for the need to adopt an expansive approach to social protection issues, depending not on any one single source—the state, civil society and the family—but on government action to ensure that these complement one another and strengthen safety nets for the marriage migrant.     

Citizenship as Targeted Behavior: Responses to Organizational Justice and the Role of Culture

The study aimed at reviewing citizenship as targeted behavior in response to justice perceptions and investigating the role of within-culture differences on citizenship responses to organizational fairness perceptions. Data were solicited from 150 employees and their supervisors representing various public sector entities of Pakistan. Results showed that distributive and interactional fairness predict interpersonal organizational citizenship behavior. Organizational fairness did not predict citizenship behavior targeted at organizations. Organizational justice had negative values of citizenship behavior for higher values of collectivism. Findings and implications for human resource management practitioners and suggestions for future research are discussed.     

What is Restorative Justice? Fresh Answers to a Vexed Question

Abstract

It has become commonplace to say that restorative justice cannot be defined. I argue that restorative justice can and must be defined concretely as a justice mechanism. I develop this argument with four points: (1) restorative justice is not a type of justice, it is a justice mechanism; (2) retributive justice is not a type of justice or a justice mechanism; (3) restorative justice is one of many justice mechanisms under an innovative justice umbrella; and (4) restorative justice can be defined. The way forward is to assess and compare a variety of justice mechanisms, which reside on a continuum from conventional to innovative. In time, the justice mechanisms studied may come to matter more than the concept of restorative justice.