London Metropolitan University Research Institutes

Values, identity and intercultural learning: adult educators' reflections

Author(s) Mulcahy, C:  
Publisher CiCe Publications  
Year 2003  
Editor Europe of Many Cultures, Alastair Ross Ed.  
Language English  
Age group -  
Education for critical citizenship questions the aims of education itself and to do this it must incorporate three essential elements: historical critique, critical reflection and social action. Giroux (1983: 193.) Writing on the Crick Report in Britain into the teaching of Citizenship and Democracy Richard Bailey (2000:27) highlights that, in addressing education for citizenship, teachers can no longer afford to focus solely on a narrow curriculum. They must be prepared to articulate their own vision of what citizenship means to them. The advent of citizenship education presents a timely opportunity to focus on the development of reflective practitioners who can actively engage with their students, identify, develop and transmit democratic values and facilitate the growth of what Giroux refers to as 'critical citizenship'. The work described in this paper is strongly influenced by Giroux's notion of citizenship, but its roots lie much further back in John Dewey's approach to education as 'an active and constructive process' (1916, p 38) where both teacher and student will strive to construct meaningful and relevant knowledge. In the case of citizenship education, this requires discourse into the notion of what knowledge is meaningful, whose knowledge is meaningful and how knowledge is constructed

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