Imagine you were visiting a school in a totalitarian nation governed by a one-ruling-party dictatorship. Would the educational experiences be\u00a0markedly different from the ones experienced by your children in your local school? I do not ask this question facetiously. It seems plausible, for example, that a good curriculum used to teach multiplication, fractions, or a foreign language \u2014 perhaps with some adjustments for cultural relevance and suitability \u2014 would serve equally well in most parts of the world. But if you stepped into a school and asked to ob- serve a lesson related to the country\u2019s political ideals about governance or civic or political participation, would you be able to tell whether you were in a totalitarian nation or a democratic one?<\/p><\/blockquote>\n
... so you can see where it's going. \u00a0It's about north America, of course, but reading it with the question: So what about the UK ...? in your head is instructive. \u00a0It draws on<\/p>\n
Westheimer, J. & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. <\/em>American Educational Research Journal. 41(2), 237-269.<\/em><\/p><\/blockquote>\nand there is some resonance with sustainability. \u00a0The section on three kinds of citizenship says this:<\/p>\n
Personally Responsible Citizen<\/strong><\/p>\nHere, the core assumption is that, in order to solve social problems and improve society, citizens must have good character; they must be honest, responsible, and law-abiding members of the community.\u00a0 For example, they \u2026<\/p>\n
\n- Act responsibly in their community<\/li>\n
- Work and pay taxes<\/li>\n
- Pick up litter, recycle, and give blood<\/li>\n
- Help those in need, lend a hand during times of crisis<\/li>\n
- Obey laws<\/li>\n
- Contribute food to a food drive<\/li>\n<\/ul>\n
<\/strong><\/p>\nParticipatory Citizen<\/strong><\/p><\/blockquote>\nHere, the core assumption is that, in order to solve social problems and improve society, citizens must actively participate and take leadership positions within established systems and community structures. \u00a0For example, they \u2026<\/p>\n
\n- Are active members of community organizations and\/or improvement efforts<\/li>\n
- Organize community efforts to care for those in need, promote economic development, or clean up environment<\/li>\n
- Know how government agencies work<\/li>\n
- Know strategies for accomplishing collective tasks<\/li>\n
- Help to organize a food drive<\/li>\n<\/ul>\n
<\/strong><\/p>\nSocial-Justice Oriented Citizen<\/strong><\/p><\/blockquote>\nHere, the core assumption is that, in order to solve social problems and improve society, citizens must question and change established systems and structures when they reproduce patterns of injustice over time. \u00a0For example, they \u2026<\/p>\n