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Criticism and Study of Curriculum Elements in Progressive and Conservative citizenship education approaches
Abbas gholtash1 Assistant Professor , Islamic Azad University, Marvdasht Branch, Iran
[email protected] Sedighe Mohammadjani M.A Student In Curriculum Development, Islamic Azad University , Marvdasht Branch Abstract Citizenship education is a field which has been taken into account by many scientific and research societies in the world recently and turned to be as one of the most fruitful fields of study in educational systems . The purpose of the present study was to determine the values of curriculum elements in citizenship education approaches. The current research categorized in field of theoretical methods in which a descriptive - interpretive approache was utilized in data analysis. One of the most important result in this study revealed two main viow point in citizenship education . each of them have some basic reasoning for curriculum elements which are progressive and conservative approaches. In this article we analized the elements such as goals, content, teaching methods and evaluation procedures. In accordance with our findings , it is suggested to use from progressive approache in Iranian citizenship education curriculum formulation in most of the time. Key words: Curriculum, citizenship education, conservative approache, progressive approache.
Introduction Citizenship Education is a field, considered quite significant in most country’s educational programs, and has become a profound research area during recent decades. It is the provision of opportunities for students’ involvement in tangible experiences so as to facilitate their development as active, committed, social and political individuals. (Homana and et al,2006). Based on such explanation, Citizenship Education owns a particular attitude towards obtaining the knowledge, capability and the perception by which the individual could accomplish a profound and effective interaction with the government and other people. The premier survey of Kerr et al has been progressed since 1998 until 2002.It consequently led to introducing the noble idea of Citizenship in the National vivid educational programs of England. In the first study report (2002), it has been stated that Citizenship and Educational Citizenship are both complex concepts and there are still considerable debates and doubts relevant to determining the definition, destination, and conclusion of the citizenship training. Among all the institutes involved in Citizenship Education, schools and their educational programs have a leading role. In other words, schools have the main role in provision of obtaining knowledge, developing insight and tendency, and promoting the essential skills and approaches for being a reputable citizen. The consequent of such defect (not considering the Citizenship Education) has still remained in Iran’s educational system. While most of the advanced countries and some developing countries, the
.1-Corespondant Author Siyasal Kitabevi, Ankara, Turkey, 2011 ISBN: 978-605-5782-62-7
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Citizenship Education programs have been included to the education and training system, and great measures such as establishing institutes, associations and centers have been accomplished. According to such condition, following more research in this field is crucial. Research questions: -
What are the most significant approaches for Citizenship Education? And what denotes each might have for the study elements of curriculum? What important denotes Education curriculum? What important denotes Education curriculum? What important denotes Citizenship Education curriculum? What important denotes Citizenship Education curriculum?
might an approach have for the targets of Citizenship might an approach have for the content of Citizenship might an approach have for the teaching methods of might an approach have for the evaluation methods of
methodology This is a descriptive type of research. In this survey, a period of almost 4 months of study is done at first, so as to recognize the most important sources and data banks in the field of Citizenship Education. The studies were considered by the International Association for the Evaluation of Educational Achievement (IEA) , (Civilization and Citizenship Education department in particular), the consistent study of Kerr et al in England (1998 to 2002) and the studies made by the Qualification and Curriculum Authority(QCA) also in the field of Citizenship Education. The Interpretive-Descriptive approach has been applied in analyzing such resources in which stage, selecting, interpreting, and modifying the information to the recognizable realities is processed. Research findings To answer this question that what are the most significant approaches for Citizenship Education? In addition, what denotes each might have? Based on studying the sources and most of the experts’ ideas (Schugurensky and Myers, 2003, Kerr, 2002, Dejeaghere,2007, Banks, 2008) Citizenship Education consists of various approaches. It could be divided into two general groups: Conservative and Progressive. In other words, Citizenship Education could be applied as a means of maintaining the present condition (Conservative) or make individuals capable of struggling for elevating alterations (Progressive). The Conservative approach provides a specific priority for revising the culture, social and economic disciplines. The common intension is inducting the sense of national loyalty, obedience to power and authority, willing and volunteer admit ion, and unifying individuals and the emigrants in a society. Through this point of view, Citizenship Education shall adopt the present structure of the society, develop ethical characteristics, and guarantee social integrity. (Schugurensky & Myers, 2003, and Westheimer, 2007). The following chart is mostly parallel with the explanations above about the Progressive and Conservative approaches. It has been designed by McLaughlin (1992) as Kerr (2002) mentioned. The outstanding factors stated in each approach could be observed in active and inactive Citizenship Education enclosure.
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1579 2nd International Conference on New Trends in Education and Their Implications 27-29 April, 2011 Antalya-Turkey www.iconte.org
Factor’s Approach
Progressive
1. Citizenship Education Quality 2. Level of Concerning Interests & Differences
A dynamic definition of Citizenship Education
Passive A limited definition of Citizenship Education
Vast
Exclusive and Restricted
3. Education Perspective
Citizenship Education
Civilization Education
4. Domination of the Activity
Partnership
Formal & Organized
5. Quality of the Process
Process-base
Contain-base
6. Main Focus
Concerning the values
Concerning the knowledge
7. Training Methods
Active, exchanging
Explanatory & one-sided
8. Level of Focus
High levels, interpretive
Transfer, Lower levels
9. Conclusion & Evaluation
Difficult measurements, dynamic results
Specific Measurable Results
Table1-1: Progressive and Passive Approach To answer this question that what denotes each approach might have for the study elements of
curriculum?
As the mental and philosophical presumptions was brought about in progressive Citizenship Education, it is concluded that active partnership and responsibility is the ending and beginning point of teaching and Citizenship Education. Aims in Citizenship Education approaches Based on what has been mentioned, purposes in progressive Citizenship Education could be concluded as followed: the promotion of students’ knowledge and capability for having an active participation and being a responsible citizen the promotion of students’ knowledge and ability to do research the promotion of students’ social skills the promotion of the critical thinking skills obtaining abilities to be creative encouraging students to perform an active role in educational life in school, local, national and international community getting familiar with their rights and responsibilities in school, local, national and international community encouraging students to respect cultural and ethical differences and resisting against racist beliefs obtaining knowledge and attitude to preserve and promote the environment (Banks,2004., Kerr et al 2004., Potter,2002., Osler and Starkey,2005,…). As it is perceived, through the conservative Citizenship Education, the purpose of Citizenship Education is considered as a cultural heritage and valuable knowledge for the present generation. It is accomplished by the promotion of knowledge and basic skills of reading, writing, and obtaining the
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opinion of being loyal and respectful to the fundamental values (Schugurensky and Myers2003, Gutek, 2001, Abowits and Harnish,2006) By considering the viewpoints as a sub-category of traditional approaches of Citizenship Education, following plans could be stated: Provision of opportunities and activities to keep the present social and political situation Inducting values and beliefs taken from traditions Making students socially acceptable by emphasizing on promoting loyalty and obtaining political and social knowledge Teaching national language Insight promoting into social and mind discipline. Content in Citizenship Education approaches To answer this question that what are the most significant approaches for Citizenship Education
content?
As mentioned in the aim discussion, in the progressive approach of Citizenship Education, students’ active participation in social and political level suitable with individual’s capability without noticing the color, race or level in the national and international scope is the outstanding specifications of such approach. In progressive approach of Citizenship Education, the content involves with discussions, individual and citizenship rights, human rights, citizenship responsibilities, democracy and its fundamental stages, civilization identities, civilization society and its rules, civilization principles (includes equality, liberty and social integrity), globalization and peace instruction and fighting against racism. (Banks,2004., Kerr et al 2004., Potter,2002., Osler and Starkey,2005., Kerr and Clever,2004., Trafford,2003). In Conservative Citizenship Education approach the topics such as reading, writing and counting which fosters the literal selections, illustrating significant cultural subject matter, society membership, and loyalty often as a nation-government relationship among students. History is also a basic subject which brightens up a new perspective to the culture evolution and cultural heritage. Fine arts, music, and dance are to familiarize students with cultural heritage. Certain cultural values, and traditional norms or national characteristics companionship suggested for formulating the natures and behaviors, are applied. When there is a path, conservatives tend to develop the natures in a religious environment. (Gutek, 2001). Teaching methods in Citizenship Education approaches To answer this question that what is the significance of each approach for teaching methods of citizenship study schedule? According to progressive and conservative approaches of Citizenship Education, It can be concluded that, in the progressive approach of Citizenship Education, active partnership of teachinglearning methods are as of great importance. In these methods, the considered presumptions are parallel with Citizenship Education destinations. As such, the following items could be mentioned: Considering the role of the student as the main and active factor of learning Considering the students’ interaction with each other and with the instructor Considering and respecting the individual, cultural and ethical differences Criticizing ideas not people Respecting the democratic principles and observing them in the learning environment Having freedom of thought Evaluating ideas without being prejudice about races and ethics Considering cooperation as a main success approach to reach common goals Social and individual reliability Applying learning technology and the information and community technology in learning-teaching process Evaluation of learning process by the students and then by instructors Siyasal Kitabevi, Ankara, Turkey, 2011 ISBN: 978-605-5782-62-7
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Relating learning (in the class) to local, national and universal situations Regarding scientific approaches and concluding the issue when confronted with learning topics Regarding critical thinking Regarding the social skills such as active listening, explaining, questioning, taking turns, having a proper reflection when facing group pressure (Banks, 2004, Kerr et al, 2004, Potter,2002, Osler and Starkey,2005, Kerr and Clever2004, Trafford,2003). Nonetheless, in the conservative approach of Citizenship Education, traditional methods, and teacher-based ones such as giving speeches, inspirational methods, advice are applied. The particular specifications of teaching methods, considering the teaching in learning process and topic’s unique situation, are regarded as students’ learning capacity, respecting general traditions, evaluation based on the pre-determined goals, regarding the collected disciplines, being ready to listen, being ready to answer, not making excuses in learning process, being able to memorize, repeat and recall. Evaluation methods in Citizenship Education approaches
To answer this question that what are the most significant denotes of each approach for evaluating methods of Citizenship Education?
In the progressive approach of Citizenship Education, a consistent and genesis evaluation is made based on students’ progress in the domination of knowledge, attitude, and capability. The evaluation area is not only limited to recognition, but skillfulness and affection are also considered important and being upgraded about their progress is essential. In addition to regarding the result and the level of progress, the stages of students’ participation in teaching process is also taken into account. In the progressive approach of Citizenship Education, written and oral tests and observing, interviewing, and reporting tools are applied for team report and group participation. In other words, both tool qualities and quantities are implanted. Thus, evaluation in active tests are not limited to written tests and quantities of data, it is rather dynamic and flexible. Affection, manner and all the other levels are mainly considered in recognition. In the conservative approach of Citizenship Education, less information is used and the evaluations are often piled about which, students have no involvement. Newton (2002) believes that evaluation of Citizenship Education is an essential factor and since it makes the Citizenship Education more official and serious, it has significance in its nature. Curriculum elements
The most important goals
Content quality
Teaching methods quality
Evaluation quality
approaches Progressive approach
Promoting knowledge, attitude of social and political capability, promoting the logical and critical skills
Active, research-based
Conservative approach
political commitment induction and being loyal to the principles
Passivetransferring
Active participation
Generalized attitudeinvolvement
Competitive and traditional
Criterion-based Subject-base
induction of values of citizenship and loyalty
Table2-1.Citizenship Education related to elements of study schedule
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Conclusion Citizenship and Citizenship Education are not simple concepts for which an agreeable definition could be considered. (Kerr et al, 2004, Piers and Halgarten, 2000, Osler and Estarkey,2005). In this study, specialists have discussed the definition of each (Citizenship and Citizenship Education) through all aspects. The delicate points have basically risen from cultural and ethical characteristics of nations. Since the second half of the 21 st century that the common aim of the nations revealed beyond the borders, some international organizations were founded to follow aims such as supporting human rights, women rights etc. As a result, Citizenship and Citizenship Education were directed to the mentioned organizations. There is the discussion of Worldwide Citizenship Education nowadays that is considered as a goal in progressive approach of Citizenship Education. Citizenship Education approaches are divided into two progressive and passive approaches based on the political and educational correspondents’ attitude towards the citizen, his environment and his role in the society. In the progressive approach of Citizenship Education, individual and society’s development are in the same way as time, place, and technological innovations. Nonetheless, in the conservative approach, preserving the present status, transferring the values and consistent traditions are considered, and the citizen shall be at the service of values’ partial lawfulness and traditions which are mainly propagated by the government or the superior party. The education system also adapts itself with this attitude of politicians and correspondents that plays a different role in such approaches. In this abstract, it is tried to define the position of study schedule elements by emphasizing on progressive and conservative approaches. In educational systems which apply traditional methods of teaching-learning and inducting contents, research-based activities and critical thinking are less prominent or have no position in study schedule at all; the conservative approach is a priority. And the progressive approach of Citizenship Education excels in educational systems in which enriching a thoughtful and critical citizen is considered a priority and the progressive content approaches are applied. Understanding the differences in progressive and conservative approaches of Citizenship Education (facing the study schedules) are the primary steps of initiation of doing more research relevant to the position of Citizenship Education in different levels of education in Iran. Regarding the flexibility towards individual, cultural and ethical issues, by considering individual growth, especially political and social competence development, the nobility as a developing key, .the significance of critical thinking and the like , it is suggested that progressive approach of Citizenship Education and its crucial denotes would be taken into account for study program collection.
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Gutek ,G.L.(2001). Philosophical and ideological perspectives on education. (translated in persian by: Pakseresht mohammad).Tehran: SAMT. Homana ,G and Barber, C and Torney-Purta, J.(2006 ).Assessing School Citizenship Education Climate .University of Maryland .CIRCLE WORKING PAPER 48.
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