Abstract
| Original language | English |
|---|---|
| Title of host publication | Proceedings of MAC-ETL 2015 in Prague |
| Subtitle of host publication | Multidisciplinary Academic Conference on Education, Teaching and Learning in Prague 2015 |
| Place of Publication | Prague |
| Publisher | MAC Prague consulting s.r.o. |
| Number of pages | 8 |
| ISBN (Print) | 9788088085041 |
| Publication status | Published - 2015 |
| Event | Multidisciplinary Academic Conference on Education, Teaching and Learning - Prague, Czech Republic Duration: 4 Dec 2015 → 6 Dec 2015 |
Conference
| Conference | Multidisciplinary Academic Conference on Education, Teaching and Learning |
|---|---|
| Abbreviated title | MAC-ETL 2015 |
| Country | Czech Republic |
| City | Prague |
| Period | 4/12/15 → 6/12/15 |
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Global citizenship education : a sociological critique. / Moir, James.
Proceedings of MAC-ETL 2015 in Prague: Multidisciplinary Academic Conference on Education, Teaching and Learning in Prague 2015. Prague : MAC Prague consulting s.r.o., 2015.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Global citizenship education
T2 - a sociological critique
AU - Moir, James
PY - 2015
Y1 - 2015
N2 - This paper considers the recent focus on citizenship within education by taking curricular reform within Scottish secondary schooling as a case study. In Scotland the Curriculum for Excellence reform places citizenship as one of four main capacities that pupils must work towards as part of their education. A central theme in this reform is the need for students to take a global perspective and work across different disciplines. In this model of citizenship education learners are enabled to develop their sense of citizenship identity in response to a fast-paced world of innovation and change. Citizenship is therefore linked to a futurist agenda, where the learner-citizen is positioned as an ongoing project, as something to be worked at or perhaps worked on. However, this kind of notion of agency is an expression of an ideological construction of the citizen as a flexible resource for society. Such citizens are active in the sense of being adaptive to change through utilizing intellectual skills but without a sense of identity grounded in one's commitments or reflexive engagement with different forms of understanding. The paper offers a critical assessment of this learner-citizen discourse as focusing on ratiocination rather than relational identity.
AB - This paper considers the recent focus on citizenship within education by taking curricular reform within Scottish secondary schooling as a case study. In Scotland the Curriculum for Excellence reform places citizenship as one of four main capacities that pupils must work towards as part of their education. A central theme in this reform is the need for students to take a global perspective and work across different disciplines. In this model of citizenship education learners are enabled to develop their sense of citizenship identity in response to a fast-paced world of innovation and change. Citizenship is therefore linked to a futurist agenda, where the learner-citizen is positioned as an ongoing project, as something to be worked at or perhaps worked on. However, this kind of notion of agency is an expression of an ideological construction of the citizen as a flexible resource for society. Such citizens are active in the sense of being adaptive to change through utilizing intellectual skills but without a sense of identity grounded in one's commitments or reflexive engagement with different forms of understanding. The paper offers a critical assessment of this learner-citizen discourse as focusing on ratiocination rather than relational identity.
M3 - Conference contribution
SN - 9788088085041
BT - Proceedings of MAC-ETL 2015 in Prague
PB - MAC Prague consulting s.r.o.
CY - Prague
ER -