Does Character Education "Really" Support Citizenship Education? Examining the Claims of an Ontario Policy

Autor/in	Winton, Sue
Titel	Does Character Education "Really" Support Citizenship Education? Examining the Claims of an Ontario Policy
Quelle	In: Canadian Journal of Educational Administration and Policy, (2007) 66, S.1-24 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Values Education; Citizenship Education; Educational Policy; School Districts; Socialization; Concept Formation; Citizen Participation; Decision Making Skills; Conflict Resolution; Communication Skills; Public Service; Social Justice; Social Behavior; Canada + Suchen Sie Ihr Suchwort? Ausland; Werterziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politics of education; Bildungspolitik; School district; Schulbezirk; Socialisation; Sozialisation; Concept learning; Begriffsbildung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Conflict solving; Konfliktlösung; Konfliktregelung; Kommunikationsstil; Public services; Öffentlicher Sozialdienst; Soziale Gerechtigkeit; Social behaviour; Soziales Verhalten; Kanada
Abstract	The claim that the character education policy of a school board in Ontario, Canada supports citizenship education is examined. 181 documents were analyzed to determine the ways the policy supports and/or undermines citizenship education's goal to prepare students to become "knowledgeable individuals committed to active participation in a pluralist society" (Sears, Clarke, and Hughes, 2000, p. 153). The findings show that the policy encourages students to acquire specific values, behaviours, and interpersonal skills rather than conceptual or situational knowledge. While the policy encourages active citizenship by promoting the development of decision-making, conflict resolution, and communication skills, it emphasizes participation in activities that support rather than challenge the status quo. The policy also offers some support for developing students' commitment to pluralism, but its narrow definition of diversity and emphasis on shared values, behaviour, and language contradict these efforts. I conclude that the policy supports citizenship education that adopts an assimilationist conception of social cohesion and/or social initiation as its purpose(s). (Contains 1 footnote.) (As Provided).
Anmerkungen	Faculty of Education, University of Manitoba. Winnipeg, MB, Canada R3T 2N2. Tel: 204-474-9004; Fax: 204-474-7564; e-mail: cjeapadm@cc.umanitoba.ca; Web site: http://www.umanitoba.ca/publications/cjeap
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10