Troubling the Canon of Citizenship Education

The discourse of civic education privileges liberal democratic understandings of citizenship. Yet we know that such understandings do not accurately represent the complex, plural, and problematic nature of citizenship in contemporary society. To stimulate discussion about new possibilities for teaching citizenship, this volume brings together the work of Canadian and American curriculum scholars to «trouble» the existing canon of citizenship education. Addressing themes as diverse as gender, sexual orientation, globalization, agency, ontology, and interdisciplinarity, the essays that make up this collection seek to enlarge and expand upon the ways educators, curriculum developers, and policymakers might approach teaching citizenship.

Autorentext

The Editors: George H. Richardson is Associate Professor in the Department of Secondary Education at the University of Alberta. He holds an M.A. in history and a Ph.D. in curriculum studies (social studies education) from the University of Alberta. His research interests include national identity formation, citizenship education, multicultural education, and action research. Before his appointment to the University of Alberta, he was a classroom teacher for more than twenty years. He has taught in Canadäs northern schools and in the Ukraine. Among his numerous publications is The Death of the Good Canadian: Teachers, National Identities and the Social Studies Curriculum (Peter Lang, 2002). David W. Blades is Associate Professor and Associate Dean of Teacher Education at the University of Victora. He holds a Ph.D. in secondary education (science education) from the University of Alberta and a M.Ed. in curriculum studies from the University of Victoria. He has been a director of two centers for excellence in science education. Dr. Blades has published widely on citizenship education, multiculturalism, poststructuralism, and issues in curriculum reform, including Procedures of Power & Curriculum Change (Peter Lang, 1997).

Inhalt

Contents: David W. Blades/George H. Richardson: Introduction: Troubling the Canon of Citizenship Education Alan M. Sears/Emery J. Hyslop-Margison: The Cult of Citizenship Education Terrance R. Carson: The Lonely Citizen: Democracy, Curriculum, and the Crisis of Belonging Yvonne Hébert/Lori Wilkinson: Diversity and Democratic Values: Implications for Public Policy Jennifer Tupper: Education and the (Im)Possibilities of Citizenship Hans Smits: «Weak Ontology» as a Way of Reenchanting Citizenship in the Social Studies: A Memo with Some Random Notes Jyoti Mangat: Watch This [White] Space: Canadian Students Interrogating Citizenship and Identity Ingrid Johnston: Dislocating the Dominant Narratives of Citizenship in English Language Arts Kent den Heyer: Defining Presence as Agents of Social Life and Change Lori B. Macintosh/Lisa W. Loutzenheiser: Queering Citizenship William F. Pinar: From Chattel to Citizenry: The Gender of the Law in the Sexual Politics of Race David W. Blades/George H. Richardson: Restarting the Interrupted Discourse of the Public Good: Global Citizenship Eduction as Moral Imperative David Geoffrey Smith: Troubles with the Sacred Canopy: Global Citizenship in a Season of Great Untruth.