By Kerry J. Kennedy (auth.), Kerry J. Kennedy, Wing On Lee, David L. Grossman (eds.)
How are scholars in Asia and the Pacific taught to be potent voters? Following profitable volumes formerly released during this sequence, Citizenship schooling in Asia and the Pacific: suggestions and matters and Citizenship Curriculum in Asia and the Pacific, this quantity makes a speciality of citizenship pedagogies which are promoted via governments within the sector, encouraged via students, and tailored within the colleges and school rooms the place citizenship schooling happens on a daily basis. 13 case reviews from varied societies in Asia and the Pacific spotlight the ways that lecturers and scholars take into consideration, adventure or plan for citizenship educating and studying. various equipment – vignettes, pupil surveys, case reports and literature studies – are used to painting those studies, from either macro- and micro-analytic views. The wide selection of case reviews presents wealthy info and insights into the realities and chances of pedagogies for citizenship around the region.
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3) idea of the ‘dialogic imperative’ of citizenship education: …there is growing recognition that dialogic forms of pedagogy are potent tools for securing student engagement, learning and understanding. 3). According to Alexander (2005a), we now know that children need 22 David L. Grossman to talk, to experience a rich diet of spoken language, in order to think and to learn. As Johnson and Johnson (2009) argued, the methods we use to teach leave an imprint on students. If instructors primarily use recitation, students are imprinted with a pattern of listening, waiting to be called upon, and giving answers that the instructor wants.
The classroom would become, in Lave and Wenger’s (1991) conceptualisation, ‘a community of practice’. A primary focus would be on learning as social participation, that is, an individual as an active participant in the practices of social communities and in the construction of his/her identity through these communities. I would further argue that this type of classroom would provide students with the opportunity to acquire the kind of citizenship competencies (knowledge, skills, and dispositions) described earlier in this chapter.
Student need to have the ability to make a reasoned argument, as well as to cooperate with others, to appreciate their perspectives and experiences, and to tolerate other points of view. 116). In democratic societies, discussion in schools needs to be viewed as a critical component of citizenship education (Hess & Avery, 2009). 3) idea of the ‘dialogic imperative’ of citizenship education: …there is growing recognition that dialogic forms of pedagogy are potent tools for securing student engagement, learning and understanding.