London Metropolitan University Research Institutes

Towards a developmental conceptualization of education of citizens as promoters of social justice

Author(s) Fernández-González, A., Jacott, L. & Maldonado, A.  
Publisher London: CiCe  
Year 2013  
Editor P. Cunningham (ed.) Identities and Citizenship Education: Controversy, crisis and challenges  
Age group -  
This paper presents an outline of a new framework to analyze the relations between citizenship education and the promotion of social justice. It is suggested that the scarce long term effects of many educative programmes oriented toward the promotion of attitudes and key-concepts concerning social justice, can be explained by the lack of a developmental view in many of them. It is proposed four main relevant dimensions for taking into account this developmental view: a) educative dimension that includes formal and informal programmes or contexts, b) scaffolding dimension relating with the practices of adults c) social-cognitive development dimension, and d) a peer cooperation dimension. We concluded that in this general framework, citizenship education must go beyond cosmopolitanism, taking a further step: the promotion of social justice. Keywords: Social Justice; socio-cognitive development, peer relations, formal and informal education; citizenship education

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