Course:EDCP333/democracy

{Mr.Lee}

Democracy and Democratic Citizenship

Members:

Rory McClure, Richard Lee, Jesse Law

Introduction to Democracy and Citizenship Education

Since the inception of public education, social studies has been the primary vehicle for citizenship education. This wiki will focus on democracy and citizenship education as they pertain to teaching social studies. As the social studies IRPs note, "Knowledge contributes to responsible citizenship when it is used by students to inform their judgments, shape their opinions, solve problems, and guide their actions. The prescribed learning outcomes focus on both content and process, and support an open-minded approach to interpreting a variety of perspectives on problems and issues.” Students need to be able to consider different perspectives and engage with them critically in order to effectively participate in our pluralist, democratic society. This is the job of the social studies teacher.

What does citizenship education actually entail? Is it simply educating students about elections and our Parliamentary system? Many educators and scholars promote a more active and dynamic conception of democratic citizenship, one where students are challenged to become more engaged in their communities and in democratic society at large. The challenge is how to implement this in the classroom. How can we 'de-center' the classroom in such a way that allows students a more active, participatory role within the classroom? How can we, as social studies teachers, promote citizenship education in our classrooms in a way that empowers students to take an active role in their society? This wiki will provide tools for teachers looking to move towards this more active and dynamic conception of citizenship education. <RM>

Journal Articles

Citizenship Education in English Canada

Allen Sears. "What Research Tells Us About Citizenship Education in English Canada"

Sears notes that public education has always had a strong emphasis on citizenship – that is, to train citizens. However, he also notes that there is a paucity of research concerning citizenship education in Canada, unlike in the United States. Sears enumerates some of the major trends in citizenship education since the 1960s. In the official view they are:

1) Citizenship consistently described as ‘active’ and ‘participatory’; citizens encouraged to become active at all levels (community, nation, world). 2) All people – irrespective of race, gender, etc – have right to participate equally. 3) Citizens should be knowledgeable about contemporary and past issues from a variety of perspectives – ie native, non-native. 4) Citizens should be trained to act collectively to achieve goals.

Sears is critical as to whether this is actually happening in the classroom. In terms of multiple viewpoints, many disagree with the idea that multiple perspectives are represented in the curriculum, arguing that it is still informed by “an underlying value system of the dominant white culture.” In terms of multiculturalism, the way it is actually practiced in the classroom is often little more than ‘celebratory’ i.e. focusing on food, dress, etc. In short, it is lacking substance. As far as gender equality is concerned, there are many feminist critiques of the social studies curriculum, such as the idea that women have simply been ‘inserted’ into the curriculum while the overall framework and underlying assumptions remain male-centric.

Sears' conclusions include: 1) There is a paradox of promoting democracy in a highly undemocratic setting: “As an approach to education it is far more consistent with passive, elitist notions of citizenship than with the activist, populist ones advocated in official policy.” 2) A ‘transmission’ view of education prevails, where students are given information without critically engaging with the material. Teachers remain dominant and powerful while students are passive, subordinate, and powerless. 3) Studies show a lack of willingness on behalf of teachers to engage students on current events – especially local and controversial issues. 4) Policy concerning citizenship education in Canada is ‘cutting edge’; actual practice in classrooms is ‘lagging edge’: “As an approach to education it is far more consistent with passive, elitist notions of citizenship than with the activist, populist ones advocated in official policy.” <RM>

Engaging Students in Global Citizenship

Jeewan Chanicka and Natasa Vujanovic. "Towards Participatory Democracy in the Classroom: Engaging Students in Global Citizenship" http://www.leadingedgelearning.ca/pdf/TowardsParticipatoryDemocracy.pdf'

This article examines the way that citizenship education has been implemented in classrooms across Ontario. The authors argue that the system is characterized by an approach that insists on imparting “democratic” values upon students and that claims to know what is “best” for students: "In so doing, students become objectified and are often seen as the beneficiaries of whatever the experts identify as advantageous at the time. In this sense, the focus for many schools has shifted from what is best for children, to how to better prepare them for participation in the workforce." As the authors note, citizenship education occurs in a top-down fashion that is, in itself, anti-democratic. These methods, they argue, do not encourage an appreciation for or an ability to actively participate in democratic society.

The central conclusion in the paper is succinctly expressed in the idea that citizenship education should not occur in the traditional 'transmission' format where knowledge is simply passed from one generation to the next; "rather, it is about embracing youth as co-creators and partners in renewing civil and democratic life in Canada." This means that students must be co-creators of curriculum and classroom practices in general and as they relate to citizenship education.Chanicka and Jeewan offer a new model in which students are empowered to take some degree of ownership over the class instead of being passive recipients of knowledge. In this participatory model, students are "no longer at the bottom of a hierarchical structure, which tells them what is “best” for them. Rather, they are engaged in a democratic process that affords them a voice and enacts their sense of agency to directly participate in affairs that affect them and their communities (4)." This, the authors assert, is a much more effective means of teaching citizenship education than the traditional model, which continues to predominate in classrooms in Ontario, and probably all across Canada. <RM>

Democracy and social democracy

Berger, Stefan. "Democracy and Social Democracy." European History Quarterly, ISSN 0265-6914, 01/2002, Volume 32, Issue 1, pp. 13 – 37

This article examines the relationship between democracy and social democracy from the late nineteenth century into the turn of the new century. The piece explores the impact of how economic systems, especially capitalism, have played a role in shaping the democracy we have today. <JRL>

Passive citizens?

Bernhard, Riederer. "Passive citizens? Understanding of citizenship, participation and democracy." SWS-RUNDSCHAU. 46.4 (2006): 373-399. Print.

This article makes the comparison between active and passive citizenship though an International Social Survey Programme taken place within six countries. The article focuses on the dominant understanding of citizenship and changing patterns of political participation in the aforementioned countries. It is interesting to note that the evidence reveals participation potential is not as lows as commonly illustrated in the media and public opinion polls. It is also intriguing that those who are involved with protest based forms of political involvement are not only more interested, but amongst the most informed citizenry. As such, perhaps the “rabble” of critics and dissenters do understand what is best for our democracies. <JRL>

Citizenship Under Construction

Overguard, Gregory Martin. "Citizenship under construction: student ideologies and social studies ." University of British Columbia. (2010): n. page. Web. 4 Nov. 2011. < http://hdl.handle.net/2429/23594 >.

This dissertation discusses the increasingly important roles of social studies impact on citizenship education as society becomes more immersed within and complacent to have is foundations stem from neoliberal ideology. As elite hegemonic interests form our notions of collective consciousness and interests it is within socials that our ideological values can and should be questioned. However there are obstacles to this, namely those of standardized measures of assessment and high stakes testing which only serves to limit critical thinking hence halting ideological and social questioning before it can even begin. <JRL>

Teaching democracy: What schools need to do

Kahne, J., & Westheimer, J. (2006). "Teaching Democracy: What Schools Need to Do." In E. W. Ross (Ed.), The social studies curriculum (3rd Ed., pp., 297-316). Albany: State University of New York Press.

The article starts with defining democracy and states that to teach democracy in the classrooms is to provoke students to engage civically, socially, and politically. While criticizes how citizens and, often, the young citizens are disengaged from politics nowadays, the author strongly suggests that to improve society, various social issues need to be solved and dealt with, and this need schools and educators ‘ work. Thus, the focus of the article is to promote democratic COMMITMENTS, CAPACITIES, and CONNECTIONS in teaching. For each of the objectives, different steps are recommended.

First of all, educators need to invite students to examine social problems and controversial issues and provide positive experiences in civic participation. When there are opportunities, students will need to learn the importance of "to do" instead of "to know." This leads into the second objective. Secondly, students need to participate in real work projects such that essential working skills and knowledge will need to be taught and trained. Effective ways for this can be workshops or case study simulations that allow students to have hands-on experiences. Lastly, educators and student s will need to understand that a democratic act is not and cannot be a single, individual actions. Support from communities in and outside of school or even local or larger organizations is necessary to demonstrate the influence of democratic citizens' actions. Moreover, connections to compelling role models open up resources and give a mental support for students. Thus, the article emphasizes on these actions to be taken by educators in the classrooms to hope for teaching democracy to be practiced, especially in the Social Studies. After all, teachers need to think about - Are we really engaging students?

{Mr. Lee}

Cultural Citizenship and Educational Democracy

Rosaldo, R. (2009). "Cultural Citizenship and Educational Democracy. Cultural Anthropology, Vol.9, Issue 3, p402-411.

The article goes further beyond the sense of democracy and democratic citizenship. Instead, Rosaldo (2009) focuses on the cultural citizenship that refers to the right to be different and to belong in a participatory democratic sense - the social justice in equity among all citizens. The argument is set upon the understanding of what citizenship means to different cultural, racial, gender, or social class groups. For instance, the point is made that people in power often argue against change as a fear of losing a monopoly on the authorities. Moreover, the inclusiveness should be promoted through classroom education and social education. The article points out the changes that are already made in the classrooms and that teachers must seek diversity without sacrificing quality in classroom assignments. However, in order to make changes and to better our society, no single recipe can do the job alone. Thus, a collaborative effort is necessary that institutional changes will require an interplay between mainstreaming and special programs. Therefore, at changing in school curriculum, democratic citizenship need to be promoted from lower grades, to higher educations, and to the society.

{Mr. Lee}

Multimedia Resources

http://www.youtube.com/watch?v=pK2WJd5bXFg

Although the language in this video is male centric, slightly Christian centric, and devotes too much emphasis on the role of the soldier, it is holds very powerful message; a message of challenge and change that existed directly after the Second World War, a message that must take root again in society, in school, in socials. This is a fine clip to stir up thoughts and ideals of what citizenship and democracy need to be… active! <JRL>

http://www.youtube.com/watch?v=Hf73hNrnQus&feature=related

This humourous video from the Rick Mercer Report mirrors the tragic reality of how government often works in a top down fashion. Inserted into the right lesson, the video should prompt meaningful critique and consideration as to how government operates and how it is the active citizens’ duty to see that their voices are heard. <JRL>

http://www.youtube.com/watch?v=yBUZH2vCD_k

'This Is What Democracy Looks Like' is a 70 minute documentary providing coverage of the 1999 WTO protests in Seattle - commonly known as the 'Battle in Seattle.' The documentary is a compilation of footage from a large number of media activists, which highlights the anti-democratic suppression of peaceful protests in Seattle. It is an excellent resource for the classroom as it raises important questions concerning democracy and citizenship for students to consider, such as: Do we have truly democratic systems in North America? Should there be limits to participation in a given democracy? What are the citizen's rights and responsibilities in a democratic system? <RM>

http://www.archive.org/details/Practici1953

'Practicing Democracy in the Classroom' is an entertaining and thought-provoking short film from 1953 that concerns the role of schools in training students to become 'good citizens' in a democratic system. The video is informed by a conception of citizenship education that will strike students as somewhat antiquated, but it will be a great resource in prompting students to consider the role and limits of democracy in the classroom. It can also generate important questions concerning the role and responsibilities of students in a democracy. <RM>

http://www.tolerance.org/activity/democratic-classrooms

This resource includes an excellent video testimonial of veteran teacher Marcos Torres, who began his teaching career using a discipline-heavy, teacher-centric approach and later adopted democratic and participatory classroom methods. Importantly, this resource includes information concerning how a democratic and participatory approach can not only instil democratic values in students, but also can greatly aid teachers in classroom management. As Torres says, "Control isn't something that is demanded, control is something that comes through building rapport and classroom community." <RM>

http://www.whydemocracy.net/film/8

The website shows a film of Liberia after fourteen years a civil war and shows how Liberia is then a nation ready for a change. On January 16, 2006, the new President won the presidential election with the overwhelming support of women across Liberia. She is the first elected female head of state in Africa. Since then, many other extraordinary women are appointed to leadership positions in all areas of government. This short film not only shows a series of democratic citizenship taking into actions, but it also presents it in the feminine point of view. Moreover, numerous links and web pages related to this topic are available on the website for further discussions on similar issues. {Mr. Lee}

http://www.archive.org/details/Practici1953 This website shows a publication film that commercialize the democracy in the classroom in the 1950s. The purpose of the film is to point out that democratic techniques are more effective in teaching good citizenship than laissez-faire and authoritarian methods. Whether this is what the viewers felt or not is another issue, but this film can be used to compare what teaching democracy was like decades ago and what teaching democracy is like in the current society. {Mr. Lee}

Recommended Films

The following films are recommended by numerous viewers and film industries. The content are either directly or indirectly related to democracy, freedom, or democratic citizenship and taking actions. These films are ranged from early 1980s to late 2000s; a wide range of different representations of democracy or democratic citizenship show different focuses at different time.

Battle in Seattle (2007)

Cry Freedom (1987)

Malcolm X (1992)

The Farmer's Daughter (1947)

The Kingdom (2007)

The War on Democracy (2007)

V for Vendetta (1982-1989)

{Mr.Lee}

Useful Websites for Teachers

http://dsp-psd.pwgsc.gc.ca/Collection-R/LoPBdP/BP/bp326-e.htm

The Federal Government of Canada’s website on citizenship education in Canada while quite dated, 1993, gives the bureaucratic and traditional standpoint of social studies role in citizenship. The site also notes evolution of the concepts of citizenship and social studies in Canada; further the site compares the country to the US and UK regarding this material. <JRL>

http://www.democracyweb.org/index.php

Aside from having an extremely useful map denoting and ranking freedom of countries through the world along with some basic stats, this website provides information on a number of fundamental issues tied to democracy and freedom. <JRL>

http://www.carcpd.ab.ca/social/classroomResources/gradeLevelSites.html

This website offers a wealth of resources for social studies teachers including templates, lesson plans, and connections to other pertinent websites for almost any grade level and/or issue. Admittedly the site is a little more general, but the connections are all there and presented in an easy to follow manner. <JRL>

http://www.bccitizenship.ca/?q=about

This British Columbian website, “Being an Active Citizen” instigated in 2010 provides a wealth of information for both teachers and students in a user friendly framework. Being a governmental site it has less to do with critique and consideration than other resources; that said, the site does encourage student participation and sets up some useful frameworks even if it fails to evaluate the traditional concepts of participation. <JRL>

http://www.democracynow.org/

Democracy Now is a daily news report (both radio and television) co-hosted by Amy Goodman and Juan Gonzales. The program places special emphasis on issues concerning democracy in North America and internationally, typically highlighting instances of democratic resistance and active participation. This is a great resource for teachers wishing to root their classroom discussions in current events that directly relate to democracy. <RM>

The Wise Program

The Wise Program encourages students to get involved in real world experiences outside of the traditional classroom. It is beneficial for students to participate in the social events or studies at any of the communal, local, national or even international level. Students’ classroom knowledge and skills in communication, presentation, research, critical thinking, and management can be practiced in a real-world setting. Introducing the students to this idea is a great way to inspire them to take up their citizens’ roles and relate students’ learning about democracy to their lives. {Mr.Lee}

Exemplary Lesson Plans

Lesson Plan 01: Section 01 02 03 04 05

Lesson Plan 2

Lesson Plan 3

Lesson Plan 4
{Mr.Lee}