Civics and citizenship education involves giving students the tools to participate actively and positively in society, tackling the issues of equity and human rights and learning about legal rights and responsibilities. Civics and citizenship education provides students with the skills, knowledge and values needed to become a valued and productive citizen of the world (Reynolds, 2014).
For students to participate in civics and citizenship education it is important they have an active voice in decision making, in the classroom and beyond so that they learn through authentic participation (Gilbert & Hoepper, 2014). Students must be provided with opportunities to engage with the local community and its issues and problem solve ways to work towards sustainable futures.
Benefits of civics and citizenship education
CCE is central to children’s learning because it provides students with a set of problem solving skills they can take with them, to have a positive impact on themselves, their communities and their world through active citizenship and be able to cope with the ever changing world that we live in.
CCE education gives students the opportunity to make a difference, be involved in the local community and take a positive stand against negative forces in society such as racism. CCE education makes learning for children significant and relevant, allowing students to express their own ideas and opinions and show passion while discussing and debating contemporary and controversial issues (Brett, 2009). “Civics and citizenship education is providing students with understanding about why and how their society works. As such, it should be the crux of educational endeavours” (Reynolds, 2014, p.100).
An active citizenship project…
A non-formal approach to civics and citizenship is community participation. The active citizenship project discussed is based around links from the Australian Curriculum (Australian Curriculum Assessment Reporting Authority, 2013) Year 3 civics and citizenship draft. In particular, why people participate within communities and how students can actively participate and contribute; and pose questions about the society in which they live. Students undertaking this project will have a focus on sustainability, requiring students to consider how they can implement strategies to ensure a more sustainable future, whether local or worldwide.
Questions will be posed to students, such as how can we get the community involved in a more sustainable lifestyle; what mediums do you use everyday that we could utilise for a positive action? For example, promoting a community vegetable garden using ‘Instagram’ and creating a swap system. Considering how this might work on a larger scale. What creative ways can you come up with for advocating a sustainable way of living such as this? What implications might this project have?
Such a project would make use of inquiry pedagogy in order to provide students with ownership and responsibility of the project and their own learning. Inquiry based learning enables students to enjoy solving problems, rely on their own judgement and have confidence in their ability to learn (Postman & Weingartner, 1968). “To be active and informed citizens students must study meaningful, value-laden issues in an inquiry approach that enables them to consider visions for the future” (Reynolds, 2014, p.33).
Brett, P. (2009). ‘Benefits of Teaching Education for Democratic Citizenship’. How all teachers can support citizenship and human rights education: A framework for the development of competences. Council of Europe, p.10.
Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, Geography, Economics & Citizenship (5th ed.). Southbank, VIC: Cengage Learning.
Reynolds, R. (2014). Teaching humanities and social sciences in the primary school (3rd ed.) South Melbourne, VIC: Oxford University Press.
Postman, N. & Weingartner, C. (1969). Teaching as a Subversive Activity. New York: Delacorte Press, 1969.
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