Westheimer kahne what kind of citizen

In this essay, a broad spectrum of the work of influential educational scholars was examined in order to identify crucial components of teaching for democracy. Synthesizing the literature with their … Expand.

View 2 excerpts, cites background. A central goal of social studies education is to prepare students for citizenship in a democracy. Further, trends in the social, political, and economic circumstances, currently and historically in … Expand. Democracy in the Classroom. Abstract Democracy is a highly desirable but contested concept in education. However, little is known about how current and future educators perceive, experience and relate to democracy, which could … Expand.

What kind of digital citizen? Purpose Public schools in a democracy should educate young people to develop the knowledge and dispositions of citizenship in order to foster a more inclusive society and ensure the continuation of … Expand. Renewing Democracy in Schools. Noddings argues that the movement for uniform standards may actually handicap efforts to renew democracy in the schools. View 1 excerpt, references background. Rediscovering the Democratic Purposes of Education.

Why do America's public schools seem unable to meet today's social challenges? As competing interest groups vie over issues like funding and curricula, we seem to have lost sight of the democratic … Expand.

A growing number of educational programs seek to promote young people's participation in political and civic affairs. A common strategy for doing so is to provide students with opportunities to make … Expand. Course Description In this course, we will explore the question of the actual and potential connections between democracy and education.

Kliebard, H. The struggle for the American curriculum: Knight-Abowitz, K. Contemporary discourses of citizenship. Review of Educational Research, 76 4 , Noddings, N. Global citizenship: promises and problems. Noddings ed. New York: Teachers College Press. Nussbaum, M. Cultivating humanity: A classical defense of reform in liberal education.

MA: Harvard Press. Romero, J. Stromquist, N. The students distributed the pamphlet in the school and surrounding community. Another group researched child labour practices around the world and held school forums to educate their peers about the labour practices employed by the companies that made the designer clothes they wore.

The goals of this second program included teaching students to recognize injustice, critically assess root causes of social problems, and develop an understanding of how to change established structures and systems. In contrast to other school citizenship programs where students are taught that one person can make a difference, the Bayside Students for Justice initiative taught the importance and effectiveness of addressing social problems collectively. Westheimer challenges the notion that teachers should avoid discussing controversial issues and politics in their classrooms.

He defines politics as the way in which people with different values from a variety of backgrounds come together and negotiate the service of cognitive, moral, political and economic goals.

Westheimer summarizes his prescription for educating future citizens for democratic societies by exhorting schools to teach students how to ask questions, expose students to multiple perspectives and viewpoints on important issues, and provide opportunities for students to analyze and discuss different viewpoints and engage in discussing controversial issues. What Kind of Citizen? Educating Our Children for the Common Good makes an important contribution to our own critical thinking about how to educate students to be citizens who can effect change and contribute to a more positive society.

The only way for us to ensure a just and equitable recovery and the safety and wellbeing of our communities is to organize, mobilize and vote for the government we need. The nature of their underlying beliefs, however, differs. This article underscores the political implications of education for democracy and suggests that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but rather political choices with political consequences.

Three conceptions of the "good " citizen are treated in this article: personally responsible, participatory, and justice oriented.