Civics and Citizenship: Exploring the key messages. Associate Professor Deborah Henderson School of Curriculum Queensland University of Technology

Transcription

1 Civics and Citizenship: Exploring the key messages Associate Professor Deborah Henderson School of Curriculum Queensland University of Technology

2 Overview Terminology Matters What is civics? What is citizenship? The past How has Civics and Citizenship education (CCE) been positioned in Australian education? The present How is CCE positioned in the Australian Curriculum? What are the challenges for implementation? The future What sort of challenges? What sort of citizens?

3 Terminology What is the difference between Civics and Citizenship? Civics relates to civic knowledge Citizenship is dispositional (attitudes, values, dispositions and skills). Interpretation lies at the heart of Civics and Citizenship Education.

4 Terminology: Civics Civics the study of Australian democracy, its history, traditions, structures and processes; our democratic culture the ways Australian society is managed, by whom and to what end. These simple definitions indicate contested areas which will be encountered in the teaching and learning of Civics.

5 Terminology: Citizenship Citizenship is the development of the skills, attitudes, beliefs and values that will predispose students to participate, to become and remain engaged and involved in that society/ culture/democracy. A rich and complex set of understandings, based on civics knowledge and attitudes or values, plus the opportunity to experience, to practise civic competencies, is required for effective citizenship education. Without civic knowledge and a disposition to engage, a person cannot effectively practise citizenship

6 Past 20 Years - a broadening of the concepts, processes, and practices in civics and citizenship education. An increased emphasis on the role of (active) citizenship both as explicit content and as a key outcome of civics and citizenship education in Australia and internationally; Civics education focuses on knowledge and understanding of formal institutions and processes of civic life (such as voting in elections). Citizenship education focuses on knowledge and understanding of, and opportunities for, participation and engagement in both civic and civil society.

7 Council of Europe s definition of education for democratic citizenship (EDC) EDC is a set of practices and principles aimed at making young people and adults better equipped to participate actively in democratic life, by assuming and exercising their rights and responsibilities in society (Birzea, 2004, p. 10) However, this approach to CCE is not universal. Rather it is one of many approaches practised in schools. McLaughlin (1992) characterises this diversity by describing a continuum ranging from minimal to maximal interpretations of citizenship, which can be reflected in approaches to citizenship education.

8 McLaughlin s (1992) Citizenship education continuum

9 The past CCE s form and place in curriculum documents has varied over time. 1890s -early 1900s the emphasis was on a particular approach to civics that accentuated links to history and moral training. 1930s and 1940s this emphases on civic and moral education developed into an explicit curriculum area as a component of social studies since the late 1980s, there has been a considerable emphasis on the development of CCE curriculum and policy in Australia, at the national and state levels - response initially to a perceived civic deficit amongst young Australians, and government concern at the level of public knowledge about, and commitment to, Australian political institutions.

10 The recent past : a brief overview of the context The Discovering Democracy program provided resources and professional development for teachers ( ) and: aimed to help prepare young people to become effective and responsible citizens, learn about the operation of the Australian system of government and law, explore what it means to be an Australian today, and learn about Australia's democratic heritage and the values underpinning it, including equality, liberty, fairness, trust, mutual respect and social co-operation. Source: Curriculum Corporation, 1997

11 The recent past: The Discovering Democracy program The Discovering Democracy project materials are resource kits with units of work and teacher reference books. Include 18 learning units built around four themes: * Who Rules? * Laws and Rights * The Australian Nation * Citizens and Public Life These are now available online - The national Civics and Citizenship website:

12 The recent past: The Discovering Democracy program Also includes: Australian Readers, which include speeches, songs, paintings, cartoons, poetry, and extracts from novels and plays interactive CD-ROMs, videos, posters and cards Australians All! A big book for lower primary students Assessment resources A book: Discovering Democracy: A Guide to Government and Law in Australia by John Hirst. The Parliament@Work website: was also developed as part of Discovering Democracy

13 The recent past brief overview of the context The National Centre for History Education/ Commonwealth History Project ( ) provided strong links to CCE and excellent resources for teachers See There are strong links to CCE in the various stages of the Australian Government s Values Education Study ( ) See

14 Why is citizenship back on the education agenda? Senate Reports: Education for Active Citizenship (1989), Active Citizenship Revisited (1991) National Goals of Schooling (Hobart, 1989) Whereas the people Civics and Citizenship Education (Report of the Civics Expert Group, 1994) National Goals for Schooling in the Twenty-First Century (Adelaide, 1999) Melbourne Declaration (2008) The Australian Curriculum CCE is in Phase 3

15 Why CCE at this time? Young people: need to have civic knowledge and skills and the ability to engage in our social, legal, political and economic systems in order to sustain a vibrant democracy. Civic megatrends: Complex issues affect Australian society in multiple ways and demand a response that is both knowledge and values based; for example, globalisation, mobility of people, gaps between rich and poor. Civic realities of everyday life: living and working in a democratic society must be understood. CCE should have connection with the multiple needs of young people, be inclusive of youth culture, and must address the things that matter to young people.

16 The present CCE as a key element of education in Australia Goal 2 of the Melbourne Declaration on Educational Goals for Young Australians (MCEETYA, 2008) states that all young Australians become active and informed citizens. Being an active and informed citizen involves both a cognitive domain (e.g. knowing, understanding and reasoning) and an affective behavioural domain (e.g. engagement, perceptions and behaviours) (ACARA, 2011)

17 The Melbourne Declaration on Educational Goals for Young Australians states students should be able to: act with moral and ethical integrity appreciate Australia s social, cultural, linguistic and religious diversity, and have an understanding of Australia s system of government, history and culture understand and acknowledge the value of Indigenous cultures and possess the knowledge, skills and understanding to contribute to, and benefit from reconciliation between Indigenous and non-indigenous Australians be committed to national values of democracy, equity and justice, and participate in Australia s civic life relate to and communicate across cultures, especially the cultures and countries of Asia work for the common good, in particular sustaining and improving natural and social environments be responsible global and local citizens (pp ).

18 CCE is a priority in Australia and internationally An Australian Government report, Citizenship and Democracy: Students Knowledge and Beliefs, found that 91 per cent of teachers believed that civic education matters a great deal for Australia Source: Mellor, Kennedy & Greenwood, DETYA, 2001, p. 125 In the UK: CCE is a mandated part of the curriculum and has three strands: social and moral responsibility, community involvement and political literacy. In Scotland: The curriculum is expected to include: Active global citizenship so all young people have the ability to understand and participate fully in society at local, national and international levels. In Hong Kong: It is argued that civic education should help students develop cognitive and participatory skills that will allow them to continue learning and participating for a lifetime. Liberal Studies, which includes CCE, is a compulsory subject. European Economic Community countries have designated CCE as a core priority.

19 The Shape of the Australian Curriculum: Civics and Citizenship (ACARA, 2012) Defines citizenship as the legal relationship between an individual and a state. More broadly, citizenship is the condition of belonging to social, religious, political or community groups, locally, nationally and globally. Being part of a group carries with it a sense of belonging or identity which includes rights and responsibilities, duties and privileges. These are guided by the agreed values and mutual obligations required for active participation in the group (ACARA, 2012 p.2) Recognises that in a highly multicultural society like Australia: individuals may identify with multiple citizenships... Citizenship means different things to people at different times, depending on personal perspectives, their social situation and where they live. This is reflected in multiple perspectives of citizenship that reflect personal, social, spatial and temporal dimensions of citizenship. (ACARA, 2012, p. 3 )

20 AUSTRALIAN CURRICULUM: CIVICS AND CITIZENSHIP YEAR 3 10 Content structure and relationship between the strands The Years 3 10 Australian Curriculum: Civics and Citizenship is organised into two interrelated strands: Civics and Citizenship Knowledge and Understanding, and Civics and Citizenship Skills. Relationship between the strands The two strands are to be integrated in the development of a teaching and learning program. The Knowledge and Understanding strand provides the content focus through which particular Civics and Citizenship Skills are to be developed.

21 Civics and Citizenship Knowledge and Understanding strand comprises three key focus areas or sub-strands at each year level: Government and democracy; Laws and citizens; and Citizenship, diversity and identity.

22 Civics and Citizenship Knowledge and Understanding strand Government and democracy involves a study of Australian democracy and the key institutions, processes and roles people play in Australia s system of government. Laws and citizens examines Australia s legal system, the creation of laws and the rights and legal obligations of Australian citizens. Citizenship, diversity and identity explores the shared values of Australian citizenship, Judeo- Christian traditions, the diversity of Australia as a multicultural and multi-faith society, and what shapes identity.

23 Civics and Citizenship Skills strand questioning and research students asking questions about the society in which they live; identify, locate and research a range of sources of information to investigate Australia s political and legal systems analysis, synthesis and interpretation students applying critical thinking skills and developing and accounting for different points of view problem solving and decision making students working collaboratively,negotiating and developing strategies to resolve issues, and planning for action communication and reflection students present ideas, viewpoints and arguments based on evidence about civics and citizenship topics and issues using subject-specific language, and reflect on their cultural identity, motivations, values and behaviours.

24 What does the curriculum say? Civics and Citizenship skills of inquiry Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.

25 Year 3 6 curriculum focus Years 3 and 4 students develop their knowledge and understanding of how decisions can be made democratically, the purpose of government, rules and laws, community participation, and identity Years 5 and 6 students develop awareness of key aspects of Australia s Anglo-Celtic heritage, including the Westminster system, and knowledge and understanding of the key features and processes of Australia s system of government. Students examine civic issues and develop their understanding of citizenship in local, national, regional and global contexts, and the skills that enable active and informed citizenship.

26 Year 7 10 curriculum focus Years 7 and 8 students develop knowledge and understanding of Australia s political system, with particular emphasis on freedoms, representative democracy and the role of the constitution. They develop an understanding of the key features of Australia s legal system and the different sources of law used in Australia. Students also learn about the diversity of Australian society and the importance of a national identity. Years 9 and 10 students develop their understanding of how Australia s democracy operates and enables change, the key features and role of the court system and a critical perspective on the influence of the media, including social media, within society. Students develop an understanding of Australia s roles and responsibilities at a global level and its international legal obligations. Students learn about the values and practices that enable a resilient democracy to be sustained.

27 Current State Mid-November following the public review process, the CCE Curriculum finalised in under the Australian Curriculum Assessment and Reporting Authority (ACARA) curriculum development processes. Yrs 3-8 (compulsory 20 hrs per year) and in an elective offering in Yrs November 2013 the Standing Council on School Education and Early Childhood (SCSEEC) meeting did not sign off - not endorsed. 10 January 2014, Minister Pyne announced a review of the Australian Curriculum 18 February 2014, ACARA notification that the Australian Curriculum F-10 (Version 6.0) for the Arts, Health and Physical Education, Technologies, Economics and Business, and Civics and Citizenship were now available for viewing on the Australian Curriculum website during the review process. March 2014, Civics and Citizenship posted with the descriptor (a)vailable for use, awaiting final endorsement on ACARA website (ACARA, 2014).

28 CCE in the Australian Curriculum 2014 Thus - while implementation is expected at Yrs 3-8, schools will need to negotiate whether CCE is offered beyond Year 8; This is problematic, given that students in Years 9-10 are close to voting and driving age, and likely to benefit from curriculum emphases that can empower them to be active and informed citizens in their own communities and beyond. Only 20 hrs across each year level is the recommended time. So how will teachers implement CCE effectively? A big challenge!

29 Challenges and tensions in implementation Time allocated 20 hours per year: Schools still often reluctant to provide timetable space for CC Curriculum written for classroom learning not whole school approaches, and not mandated beyond year 8 Scope for connection with other aspects of the curriculum not yet fully explored Greater need for global perspectives in the elaborations of the curriculum

30 How successful has implementation of CCE in schools been? Under the National Assessment Program, assessment of civics and citizenship is conducted with a random sample of Year 6 and Year 10 students on a triennial Cycle (2004, 2007 and 2010). The National Assessment Program Civics and Citizenship measures not only students skills, knowledge and understandings of Australia s system of government and civic life but also their attitudes, values and participation in civic-related activities at school and in the community. Student achievement data, combined with questionnaire data, provides a foundation on which to build a developing profile of the civics and citizenship education and related values, attitudes and beliefs in Australian students.

31 The findings of the National Assessment Program Civics and Citizenship 2010 (ACARA, 2011) The assessment framework consists of four discrete aspects: Aspect 1: Civics and citizenship content Aspect 2: Cognitive processes for understanding civics and citizenship Aspect 3: Affective processes for civics and citizenship Aspect 4: Civic and citizenship participation. Aspects 1 and 2 were assessed through the test of civics and citizenship and aspects 3 and 4 were assessed with the student questionnaire.

32 The findings of the National Assessment Program Civics and Citizenship 2010 (ACARA, 2011) Attitudes towards Civics and Citizenship Issues Perceptions of the importance of citizenship behaviours Trust in civic institutions and processes Attitudes towards Australian Indigenous cultures Students attitudes towards Australian diversity Student Engagement in Civics and Citizenship Activities Civic-related participation at school Civic-related activity in the community Participation in civic-related communication Interest in civic issues Confidence to actively engage Beliefs in the value of civic action Student Intentions to Engage in Civic Action Promotion of important issues Expected active civic engagement in future adult life

33 Ideas for effective teaching and learning strategies for CCE It is important that in the teaching and learning approaches developed in individual classrooms, teachers model democratic practice by: developing community-based research projects engaging students in conversations about teaching and learning using democratic pedagogies, for example listening to and encouraging diverse opinions and debate about issues holding classroom meetings to develop skills in decisionmaking and negotiation using peer assessment and self-assessment. These practices lead to democratic classrooms (schools) for a democratic society.

34 How can CCE be effectively implemented and practised in schools? To develop a range of knowledge, skills, values and capacities, CCE needs to be developed in multiple ways, including: through the whole-school ethos, culture, environment and programs, for example democratic practice, student councils and student engagement in classroom programs, for example through integrated, crosscurriculum themes or individual disciplines (history, economics and politics) through school partnerships and links to the community, for example service learning and involvement with local councils

35 Model developed by Roger Holdsworth and colleagues from the Youth Research Centre at the University of Melbourne, and since adopted to explain whole school approaches to CCE in schools across Australia (see Holdsworth et al., 2000) A WHOLE SCHOOL APPROACH

36 The present and the future The Melbourne Declaration on Educational Goals for Young Australians (MCEETYA 2008) Major changes in the world rapid global integration and international mobility; environmental, social and economic pressures extend beyond national borders requiring countries to work together in new ways

37 The future Albert Einstein: The significant problems we face cannot be solved at the same level of thinking that created them.

38 CCE provides young people with knowledge, skills and values for the future by ensuring they have the Ability to look at and approach problems as a member of a global society Ability to work with others in a cooperative way and to take responsibility for one s roles/duties within society Ability to understand, accept and tolerate cultural differences Capacity to think in a critical and systemic way Willingness to resolve conflict in a non-violent manner Willingness to change one s lifestyle and consumption habits to protect the environment Ability to be sensitive towards and to defend human rights (for example rights of women and ethnic minorities) Willingness and ability to participate in politics at local, national and international levels. Source: Cogan, J & Derricott, R (eds) 2000, Citizenship for the 21st Century: an International Perspective on Education, Kogan Page, London.

39 Our Challenge As members of the world community, educators have a responsibility to ensure that education contributes to the promotion of equity, peace, social justice and the universal realization of human rights Curricular and instructional programs should aim to develop in every person selfrespect, social awareness and the capacity to participate at all levels of world society, from local to global. Source: World Council for Curriculum and Instruction, 2003

40 References ACARA NAP-Civics & Citizenship Years 6 & 10 Report, Retrieved January 25, 2012, from Cogan, J. and Derricott, R. (eds) Citizenship for the 21st Century: An international perspective on education. Kogan Page, London. Crick, B Education for Citizenship and the Teaching of Democracy in Schools: Final report of the advisory group on citizenship. QCA, London. DeJaeghere, J.G Critical Citizenship Education for Multicultural Societies. Interamerican Journal of Education for Democracy, 2, 2, September. DeJaeghere, J.G. and Tudball, L Looking Back, Looking Forward: Critical citizenship as a way ahead for civic and citizenship education in Australia. International Journal of Citizenship Teaching and Learning, 3, 2, pp Earth Charter Australia. Available at Fajerman, L. and Treseder, P Empowering Children and Young People: Promoting involvement in decision making. Save the Children, London. Hart, R Child s Participation: From tokenism to citizenship. UNICEF International Child Development Centre, London. Henderson, D Civics and citizenship education in the national history curriculum: Conducting the same music or rehearsing an incomplete tune? The Social Educator, 28, 1, Holdsworth, R., England, G., Carson, S., Stokes, H. and Tyler, D Discovering Democracy in Action: Learning from school practice. Commonwealth of Australia/Australian Youth Research Centre, Melbourne.

41 Holland, B Quality Service and Service Learning: Quality and impact. Presentation to Department of Education Queensland, Brisbane, November. Hunter, L. and Park, N Negotiating Curriculum. In D. Pendergast and N. Bahr Teaching Middle Years: Rethinking Curriculum, Pedagogy and Assessment. Allen and Unwin, Sydney. Lynch, J Education for Citizenship in a Multicultural Society. Cassell Education, London. McLaughlin, T.H Citizenship, Diversity and Education: A philosophical perspective. Journal of Moral Education, 21, 3, pp Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) Melbourne Declaration on Educational Goals for Young Australians. Curriculum Corporation, Carlton South. Osler, A. and Starkey, H Changing Citizenship: Democracy and inclusion in education. Open University Press,Maidenhead. Tudball, L. & Henderson, D Experiential teaching and learning for Asia literacy through civics and citizenship education. Curriculum Perspectives, 33, 3, Tudball, L. & Henderson, D A New Civics Curriculum for Australian schools is it National Education?, CGC Working Paper Series No. 2013/001 (March). Centre for Governance and Citizenship, the Hong Kong Institute of Education, Hong Kong. World Council for Curriculum and Instruction, Accessed 4 August 2005 at