Incorporating a Political Perspective in the Humanities Classroom. How to teach being a good citizen?

Questions Raised by the Economic Crisis “ We can’t rely on governments to tell us what’s going on ” Chris Middencorp “Can citizens in established democracies always rely on their governments to intervene on their behalf?” Peter Davies “ Are future citizens well equipped to respond to threats to their political freedoms?” Colin Marsh

Are we advocating an obligation to critically assess governance?

What We Should Be Doing knowledge, skills, attitudes and values, to enable them to participate as active and informed citizens in our democratic Australian society, within an international context (MCEETYA, 1999). capacity to exercise judgement and responsibility in matters of morality, ethics and social justice (MCEETYA, )

Appreciate the uniqueness and diversity of Australia’s multicultural society, and the efforts of individuals and groups to achieve political rights and equality;students are expected to consider human rights and social justice issues at local, national and global levels (VCAA, 2006). Learn about, contest and enact the values that are important to be an engaged citizen within a community and should be provided with opportunities to investigate and participate in activities that support sustainable practices, social justice and underpin the future wellbeing of societies from a local to a global level ( VCAA, 2006 ).

Harrowing Statistics? Australian National Report, reporting students’ civic knowledge and engagement, concluded that Australian 14-year old scores are significantly below the international mean Civic knowledge is not correlated with expected volunteering or social movement participation The findings also indicate a disassociation from, and even a disdain for, political parties. Joan DeJaeghere & Libby Tudball, 2007 p.44

Analysing Your Teaching Minimalist : Inducting students into effective performance in one form of citizenship I.e to learn discourse for participation Maximalist : Equipping students to evaluate alternative modes of engagement I.e teaching that exposes values and assumptions implicit in each discourse Davies, 2006 p. 24

Maximal forms of citizenship education promote values, attitudes, and behaviours related to participation in democracy and citizenship at all levels. Minimal citizenship education tends to be content-led and focuses on civic knowledge, with little attention to citizenship participation and processes. It is often confined to promoting the “good” citizen …but does not discuss problems or issues found in societal structures creating inequalities among citizens. Joan DeJaeghere & Libby Tudball, 2007 p.49 Furthermore….

So, Some Practical Advice… Keeping in mind the ‘Public Good’ (-Davies, P) Student Action Teams working on issues relevant to their local communities provide models. (Holdsworth, R) Potential for inter-disciplinary approach (service-based or problem-based learning) Many more students thought it important or very important to help the community (80 %), take part in activities to protect the environment (74 %) or promote human rights (69 %), than to engage in the conventional citizenship activities noted earlier

Westheimer and Kahne’s work (2004) 1) Contrapuntal pedagogy, or the inclusion of unrepresented voices and experiences in the curriculum by moving the centre to allow for more perspectives and forms of knowledge; 2) Double consciousness, or examining one’s self and identity through the eyes of another, and understanding the complexities of identity affected by discrimination and oppression; 3) Cross-cultural competence that results from learning in intercultural experiences; 4) Strategies for collective social action such as a collaborative engagement of students, teachers, schools and communities to create social change.

A Multi-Dimensional View of the Citizen PERSONAL (a personal capacity for and commitment to a civic ethic characterized by responsible habits of mind, heart and action) SOCIAL (capacity to live and work together for civic purposes) SPATIAL (capacity to see oneself as a member of several overlapping communities – local, regional, national and multinational) TEMPORAL (capacity to locate challenges in the past, present to future; a sense of heritage and an eye to the future; in touch with reality) CITIZEN

Interesting References: Peter Davies, Educating Citizens for Changing Economies, 2006 Joan DeJaeghere & Libby Tudball, Looking Back, Looking Forward: Critical Citizenship As A Way Ahead For Civics And Citizenship Education In Australia,2007 Colin Marsh, Teaching Studies of Society & Environment, 2007 Recent articles: The Age (20/10/08 & 06/10/08)