| Title: |
Framing Citizenship and Citizenship: Formation for Preservice Teachers |
| Language: |
English |
| Authors: |
Scott, David; Tupper, Jennifer; Gobran, Jessica |
| Source: |
Democracy & Education. 2022 30(2). |
| Availability: |
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Preservice Teachers; Teacher Education Programs; Citizenship Education; Social Justice; Democracy; Trend Analysis; Educational Trends; Student Attitudes; Teaching Methods; Futures (of Society); Foreign Countries |
| Geographic Terms: |
Canada |
| ISSN: |
1085-3545; 2164-7992 |
| Abstract: |
Funded by Thinking Historically for Canada's Future, a research partnership supported by the Social Sciences and Humanities Research Council of Canada, this article considers how, and the extent to which, contemporary research within the area of citizenship education for preservice teachers advances the creation of more genuinely democratic and socially just societies. Drawing on critical and anti-oppressive insights in education, we specifically examine themes, trends, and developments within research related to: (a) preservice teachers' beliefs about citizenship, democracy, and related themes, and (b) the influence of pedagogical practices and program models on their citizenship dispositions and teaching practices. We conclude by offering a series of recommendations for future research and theorizing in the field of teacher education, including the need for studies that move away from deficiency-based research frames and expanded notions of citizenship beyond universalized liberal democratic understandings that currently dominate the field. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Access URL: |
http://democracyeducationjournal.org/home/vol30/iss2/2 |
| Accession Number: |
EJ1356662 |
| Database: |
ERIC |