Civics and Citzenship (Gilbert & Hoepper "Teaching H&SS"…
Civics and Citzenship
Gilbert & Hoepper "Teaching H&SS"
What is it?
Maximal vs minimal
Minimal: acquiring formal knowledge
Maximal: broader, more inclusive, democratic citizenship
Local vs global
Conflict, consumption, rights, politics, et cetera
Why teach it?
Not passively learned: "challenging students to think critically"
Melbourne Declaration, Goal 2: active and informed ctizens
Does democracy fail without active informed citizens? Yes!
Cross-curriculum and general capabilities potential
Responsibility: not just being aware; being active
Globalised world - democracy doesn't end at the Pacific ocean
Unprecedented challenges and anxiety: e.g. climate change, gay marriage
"Not enough if rest of schooling does not reinforce lessons/values embedded..."
Overlap between: classroom teaching and learning practices; School programs and policies; curriculum; community partnership and links.
Student participation, 5 elements of good practice: assigned but informed; adult-initiated, shared decisions with children; child-initiated and directed; child-initiated, shared decisions with adults; consulted and informed.
Buchanan "Civ & Cit. Ed."
C&C operate on massive continuum: home <--> planet
Provision of services
wants vs needs; scarcity
Scarcity is an assumed capitalist norm; not everyone subcribes to the actuality of scarcity
Production of ideas vs our govt cutting funding to CSIRO and butchering the NBN
Economics; related but also separate
opportunities for numeracy
consumer rights, responsibilities, virtues of budgeting, ethics
Enormity of issues means practical focus in education on major themes; e.g. Indigenous rights or climate change
Running society is like woodblock puzzle
Democracy functions on civics and citizenship
Civics is understanding of processes
Citizenship is skills and motivation to participate in processes
three levels: personally responsible > participatory > justice-oriented
Where do you fit?
Strong sense of SJ leads to action
inquiry, analytical, collaborative, communication
where drive meets theory: "praxis"
Begins at year 3 with focus on local and national topics > Year 5, 6 with focus on international issues
Power. Who has it?
Schools? Government? Granted? Taken?
Taxes; why we pay them.