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The work presented here is vitally important for the future of educational policy making and for classroom practice. With citizenship education high on the government's agenda this book should be read by a large audience.
In this book, leading journalists, communication scholars, and political scientists assess the state of contemporary public journalism, looking at its origins, the arguments for and against public journalism, and the state of political knowledge. Addressing theoretical and academic notions of public journalism-in conjunction with the possible role of the modern university-this timely volume explores the potential of public journalism to help elevate the public's political knowledge.
Renewed interest in promoting citizenship has drawn attention to the need for approaches to learning citizenship that can be tested and evaluated in practice. Adult education for citizenship, which has a long and diverse history, has not been emphasised much in current thinking on citizenship and rights. Likewise, research advances in understanding how people learn have not been linked with the citizenship education discussions. This paper integrates three, often disparate, threads of research and practice: on citizenship itself, and what active citizenship entails and requires; on adult education for citizenship; and on learning. Within the first theme, citizenship is defined as more than a set of legal rights, but as an active practice requiring both citizen initiative and state responsibilities to facilitate citizen action. What is needed in order to exercise the rights and responsibilities of citizenship, and how can the necessary attributes of citizens be developed? The paper then reviews some of the ways in which citizen attributes are learned and developed: through socialisation into political cultures, indirect learning through participation in community groups and social movements, and education for democracy including both popular adult education and civic education by the state and formal institutions. The final strand of research considered is on how people learn. In the last 20 years in particular there have been significant advances in understanding how the brain works, and the dynamics of 'socially situated' learning. We have a much better understanding (from psychology, anthropology, cognitive science, neuroscience) of the importance of the social context for learning, the role of experience and action, and how the brain manages knowledge. Whist this research has not directly addressed citizenship learning, it could contribute efforts to promote active citizenship. In a final section the paper poses questions and challenges for education efforts to promote active citizenship.
The authors examine several perspectives on the role of colleges and universities in developing student character and illustrate different approaches to defining and assessing character outcomes in the higher education setting. This is the 122nd volume in the Jossey-Bass higher education report New Directions for Institutional Research.
This book explores the relationships between education, lifelong learning and democratic citizenship. It emphasises the importance of the democratic quality of the processes and practices that make up the everyday lives of children, young people and adults for their ongoing formation as democratic citizens. The book combines theoretical and historical work with critical analysis of policies and wider developments in the field of citizenship education and civic learning. The book urges educators, educationalists, policy makers and politicians to move beyond an exclusive focus on the teaching of citizenship towards an outlook that acknowledges the ongoing processes and practices of civic learning in school and society. This is not only important in order to understand the complexities of such learning. It can also help to formulate more realistic expectations about what schools and other educational institutions can contribute to the promotion of democratic citizenship. The book is particularly suited for students, researchers and policy makers who have an interest in citizenship education, civic learning and the relationships between education, lifelong learning and democratic citizenship. Gert Biesta (www.gertbiesta.com) is Professor of Education at the School of Education, University of Stirling, UK.