Education for Social Citizenship: Perceptions of Teachers in the USA, Australia, England, Russia and China
Citizenship education calls for the education of knowledge, skills and values that help the young to become informed and responsible citizens. Various cross-national studies have been carried out since the 1990s and most of these projects focus on the policy-making processes, students and the curriculum. There has been little coverage on teachers - obviously one of the key figures in citizenship education. This volume, emerging from a cross-national study of teachers’ perception of good citizenship, aims to fill this significant gap. The chapters here ask two fundamental questions: What do teachers see as important in citizenship education? How do these perceptions facilitate or hinder the preparation of good citizens? While providing rich and useful data on the latest developments of citizenship education in various contexts, this book also offers an all-round review of concepts and arguments on the subject, as well as insightful comparative analyses of the findings emerged from the case studies. One encouraging conclusion drawn from these studies is that teachers across nations share similar goals and objectives that seem to have transcended cultural and political boundaries. This book will appeal to all those who are interested in citizenship education, and will specifically be of interest to policymakers, curriculum developers, education scholars and researchers, social workers, and teachers.
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Background and Methodology
From Personal Rights to Social Responsibility
Teachers Perceptions of Citizenship in the United States
Teachers Perceptions of Citizenship in Australia
Teachers Perceptions of Citizenship in England
Teachers Perceptions of Citizenship in Russia
ability acceptance according activities analysis approach associated attitudes Australia authority become behaviour beliefs century character characteristics China cities citizen citizenship education civic education concept of citizenship concern Constitution context continued culture curriculum democracy democratic dimension discussion document duty economic emerged emphasis England example expressed factor findings five goals groups Guangzhou Heater Hong Kong human ideals ideas identified identity important individual influence institutions interests interviews involved issues knowledge learning liberal means mentioned moral nature noted participation particular patriotism perceptions perspective political positive primary programmes questionnaire questions reference reflected regard represented respect responsibilities role Russian schools secondary seen sense significant social society suggested Table teachers teaching traditional understanding values virtues