Citizenship Education Name: Institution: Course: Tutor: Date: Citizenship Education Introduction Citizenship can be viewed as the feeling of belonging by someone to a given society, state and/or community. Owen (2008, p.12) elaborated the definition, “citizenship and democracy are gauged by rights and freedom provision and other privileges by the state to the subjects”…
In most economies, education is a right to each and every citizen with permanent citizenship and they stretch education privileges to non-nationals who are democratically/ legally living in these states as outlined in the national task on citizenship education (Tilly, 2007, pp.13-16). Citizenship education can be viewed in two perspectives of immigrants or as a subject. As a subject it is designed to associate the learners with the cultural, social, and economic activities with the best approach as supported by Herbert and Kertz (2012, p.26) Bloor (2010, p.24) claims that “Citizenship education for immigrants is designed to prepare non-nationals/ non-citizens on their dos and don’ts so as to become legally and socially accepted as citizens of these states either on a permanent or temporal basis”. ...
free interaction by people in a country exercising their rights and freedom, and taking part in legal and political activities of that country without discrimination. This forms the basis of a free and fair exchange of cultural diversities. Citizenship education platform can be gauged by multiculturalism in a state which can be simply described as a demographic make- up of the society at certain organizational levels such as schools, neighbourhoods, and cities within the state. Alternatively, Osler and Starkey (2006) define multiculturalism as “ideologies or policies that that promote institutionalization of diversified desires of human kind to express their identity in the manner they deem fit like equal respect of different cultures in the society and opportunities entitlement”(p. 11). They argue that for multiculturalism to hold a great measure of democracy needs to be put in place. An Intercultural citizen can be viewed as one who appropriately adapts valued rules, norms and expectations of a given foreign state for a healthy relationship with the citizens and who effectively values the state’s goals and/or rewards in line with the society. This is to mean that intercultural citizen is knowledgeable enough and competent to interact freely with foreign cultures through understanding specific concepts of these cultures like perception, thoughts and feelings. Citizenship education, multiculturalism and intercultural citizenship are related in that for appropriate education, economies with multiculturalism have to come up with policies and regulations to govern interactions of foreign students/cultures and their establishment in terms of education and coexistence as described by Osler and Starkey(2005, p.11). For instance, multicultural economies will have to ...
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According to the paper the article opens with the observation that there are many studies of the way that teachers engage in transforming schools there are few which deal specifically with the experience of a black teacher operating in a predominantly white environment. Milner goes on to emphasize the important role of teachers: “teachers are themselves curriculum developers; they are more than mere curriculum implementers.”
Civic education refers to collective actions geared towards changing the beliefs, actions, capabilities and commitments of the members of a particular community (Poulakos, 2004). Civic education is therefore an important aspect of management often done by different people and institutions in the society with the view of manipulating the actions of the people.
Multiculturalism is essentially possible but necessary steps need to be taken in order for this to work beautifully. Society still has a long way to go with regard to this matter. For this to work, society should learn to acknowledge the existence of cultural minority groups in their locale.
While religious education has been implemented since time immemorial to improve religious and moral awareness of an individual, the citizenship education is a fairly new concept arising essentially due to peculiar characteristics of lack of awareness about citizenship and its responsibilities among the people, cross cultural mixes now visible in many developed and developing countries and migration of people from all corners of the world into alien societies.
These policies and education reform acts includes: Butler (1944), Crosland Circular of 1965, Circular 10/70 of Thatcher, Education Act of 1988, Education Act of 1996 and finally the recent recalls of Callaghan's Ruskin Speech.
In all of the above citizenship manifestations, each one is embedded in the British education system and serves a unique purpose.
It is exhilarating because it offers opportunities to work with young people on 'real life' issues and topics. It is exigent because it calls for considerable span of knowledge, interests and fervour to approach teaching and learning in new and energetic way.
According to the report education can refer to any level of formal schooling or training, or can refer to public information more broadly disseminated, e.g. through informal adult education, through the media, through legislation, Government agencies and so on. Citizenship and Consumer education are concerned with providing individuals with knowledge.
He advocated a method which was not so acceptable during that era, but gives a clear direction as to his idea; children should be removed from their mother’s care and should be treated as wards of the state, so that they act as guardians of the state.
The government has been in the forefront in trying to ensure that there is equity in the distribution of jobs and resources to all facilities that serve people from both classes. However, little success has been achieved.
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