Justice-oriented, ‘thick’ approaches to citizenship education in Australia: Examples of Practice

Flowers, R; Heggart, K

Justice-oriented, ‘thick’ approaches to citizenship education in Australia: Examples of Practice

Flowers, R

Heggart, K

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Publisher:: Palgrave Macmillan
Publication Type:: Chapter
Citation:: The Palgrave Handbook of Citizenship and Education, 2020, pp. 435 - 455
Issue Date:: 2020-06-27

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Field	Value	Language
dc.contributor.author	Flowers, R https://orcid.org/0000-0001-9532-9770	en_US
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234	en_US
dc.contributor.editor	Peterson, A	en_US
dc.contributor.editor	Stahl, G	en_US
dc.contributor.editor	Soong, H	en_US
dc.date.issued	2020-06-27	en_US
dc.identifier.citation	The Palgrave Handbook of Citizenship and Education, 2020, pp. 435 - 455	en_US
dc.identifier.isbn	3319678272	en_US
dc.identifier.isbn	9783319678276	en_US
dc.identifier.uri	http://hdl.handle.net/10453/132902
dc.description.abstract	The Palgrave Handbook of Citizenship and Education will be available in print format in 2020. The living reference will start to publish much sooner on SpringerLink.com with first chapters accessible in early 2018. There has been extensive research into formal approaches to civics and citizenship education which has identified different typologies (e.g justice-oriented and participatory) and underlying philosophies (‘thick’ vs ‘thin’). However, research remains limited in regards to the pedagogical possibilities that enable such approaches. This chapter explores a range of different examples of justice-oriented and thick approaches to citizenship education. It begins by identifying both formal and informal examples from schooling before broadening the debate to discuss examples from civil society, such as refugee advocacy groups and cycling social movements. In doing so, this chapter explicates a typology that frames different forms of citizenship education from passive to active and participatory and then to justice-oriented.	en_US
dc.publisher	Palgrave Macmillan	en_US
dc.relation.ispartof	The Palgrave Handbook of Citizenship and Education	en_US
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Justice-oriented, ‘thick’ approaches to citizenship education in Australia: Examples of Practice	en_US
dc.type	Chapter
utslib.location	London	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
pubs.organisational-group	/University of Technology Sydney/Strength - CPCE - Centre for Creative Practices and the Cultural Economy
utslib.copyright.status	open_access	*
pubs.consider-herdc	false	en_US
utslib.copyright.embargo	2022-06-27T00:00:00+1000
pubs.place-of-publication	London	en_US
pubs.publication-status	Accepted	en_US

Abstract:

The Palgrave Handbook of Citizenship and Education will be available in print format in 2020. The living reference will start to publish much sooner on SpringerLink.com with first chapters accessible in early 2018. There has been extensive research into formal approaches to civics and citizenship education which has identified different typologies (e.g justice-oriented and participatory) and underlying philosophies (‘thick’ vs ‘thin’). However, research remains limited in regards to the pedagogical possibilities that enable such approaches. This chapter explores a range of different examples of justice-oriented and thick approaches to citizenship education. It begins by identifying both formal and informal examples from schooling before broadening the debate to discuss examples from civil society, such as refugee advocacy groups and cycling social movements. In doing so, this chapter explicates a typology that frames different forms of citizenship education from passive to active and participatory and then to justice-oriented.

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http://hdl.handle.net/10453/132902