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Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement |
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| Institution: | 1. Faculty of Education, Victoria University of Wellington, PO Box 600, Wellington 6140, New Zealand;2. Institute of Education, Massey University, Private Bag 11-222, Palmerston North 4442, New Zealand;1. Teaching & Learning, Temple University, Philadelphia, USA;2. Policy and Organizational Leadership Studies, Temple University, Philadelphia, USA;1. Utah State University, 2805 Old Main Hill, Logan, UT 84322-2805, USA;2. University of Missouri, USA;1. Baylor University, United States;2. University of Missouri Kansas City, United States;1. Institute of African Studies,Hankuk University of International Studies, 405, Global Leadership Academy, 81 Oedae-ro, Mohyeon-myeon, Cheoin-gu, Yongin-si, 449-791, Republic of Korea;2. Mark Lloyd Center for Creative Convergence Education, Hanyang University, 55 Hanyangdaehak-ro, Ansan, 426-791, Republic of Korea |
| Abstract: | This paper reports on a two-year study that explored teachers' pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers' classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement. |
| Keywords: | Active citizenship Civics Social action Citizenship education Dewey Freire |
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