Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?

Heggart, K; Arvanitakis, J; Matthews, I

Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?

Heggart, K

Arvanitakis, J Matthews, I

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Publisher:: SAGE Publications
Publication Type:: Journal Article
Citation:: Education, Citizenship and Social Justice, 2019, 14 (2), pp. 101 - 117
Issue Date:: 2019-07

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Field	Value	Language
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234	en_US
dc.contributor.author	Arvanitakis, J	en_US
dc.contributor.author	Matthews, I	en_US
dc.date.issued	2019-07	en_US
dc.identifier.citation	Education, Citizenship and Social Justice, 2019, 14 (2), pp. 101 - 117	en_US
dc.identifier.issn	1746-1979	en_US
dc.identifier.uri	http://hdl.handle.net/10453/137368
dc.description.abstract	<jats:p> The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative Discovering Democracy (1997–2007) comprehensively failed to meet its objectives, most prominently the stated goal of developing active citizens. This article has twin objectives: to explore the ways in which government-directed civics education programmes have fallen short; and to argue for a shift in our approaches to civics education, in terms of both content and delivery, drawing on the surplus model, which credits students with unique ideas, knowledge and experiences. We draw upon Justice Citizens, an alternative approach to Civics Education that foregrounds students’ own interests and abilities as central to their development into active citizens as an example of the educational practices that can promote and strengthen active citizenship among school students. From this programme and other research, we discuss four student-centred themes that should inform further civics education curriculum development. </jats:p>	en_US
dc.language	en	en_US
dc.publisher	SAGE Publications	en_US
dc.relation.ispartof	Education, Citizenship and Social Justice	en_US
dc.relation.isbasedon	10.1177/1746197918763459	en_US
dc.rights	Education, Citizenship and Social Justice, 2019, 14 (2), pp. 101 - 117. Copyright © 2019 SAGE Publications. DOI: https://dx.doi.org/10.1177/1746197918763459	en_US
dc.title	Civics and citizenship education: What have we learned and what does it mean for the future of Australian democracy?	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	14	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
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
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	14	en_US

Abstract:

The ambitious project to nationalise the Australian Curriculum has prompted great interest among policymakers, academics and civics teachers in Australian schools. The government-led citizenship education initiative Discovering Democracy (1997–2007) comprehensively failed to meet its objectives, most prominently the stated goal of developing active citizens. This article has twin objectives: to explore the ways in which government-directed civics education programmes have fallen short; and to argue for a shift in our approaches to civics education, in terms of both content and delivery, drawing on the surplus model, which credits students with unique ideas, knowledge and experiences. We draw upon Justice Citizens, an alternative approach to Civics Education that foregrounds students’ own interests and abilities as central to their development into active citizens as an example of the educational practices that can promote and strengthen active citizenship among school students. From this programme and other research, we discuss four student-centred themes that should inform further civics education curriculum development.

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http://hdl.handle.net/10453/137368