Justice Citizens and Justice Pedagogy: Citizenship Education inspired by Complexity Theory and Critical Pedagogy
- Publication Type:
- Journal Article
- Citation:
- The Social Educator, 2019, 37 (2), pp. 3 - 14 (11)
- Issue Date:
- 2019
Closed Access
| Filename | Description | Size | |||
|---|---|---|---|---|---|
| SocEdNov2019-JusticeCitizensPedagogy-CJA. cleandocx.docx | Accepted Manuscript Version | 62.23 kB |
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
Democratic states are facing significant challenges within and beyond their borders. Such challenges include mass migration of people, climate change, the rise of extremism and radicalization and disaffection with institutional politics. While civics and citizenship education is often cited as a panacea for these ills, there is little evidence to suggest that the traditional top-down approaches to civics and citizenship education will equip young people with the necessary skills and knowledges to satisfactorily engage in such a complex global space. This paper proposes a new version of civics and citizenship education, Justice Pedagogy, which draws from critical pedagogy, participatory approaches and complexity pedagogy to identify six key features organised into three principles. These principles, emergent learning, self- organising systems and distributed decision making, formulate a new model of civics and citizenship education. The application of this model, in the form of Justice Citizens, a learning program for Year 9 students in Western Sydney, is then discussed and evaluated.
Please use this identifier to cite or link to this item: