Taking action for change: Educating for youth civic engagement and activism

A RESOURCE FOR EDUCATORS

EDITED BY: Ian Davies, Mark Evans, Márta Fülöp, Dina Kiwan, Andrew Peterson, Jasmine B.-Y. Sim mta ttk INSTITUTE OF COGNITIVE NEUROSCIENCE AND PSYCHOLOGY Taking action for change: Educating for youth civic engagement and activism

Taking action for change: Educating for youth civic engagement and activism A RESOURCE FOR EDUCATORS

PREPARED AND EDITED BY: Ian Davies Mark Evans Márta Fülöp Dina Kiwan Andrew Peterson Jasmine B.-Y. Sim

Youth activism, engagement and the development of new civic learning spaces AN INTERNATIONAL NETWORK PROJECT

3 Published by University of York, Department of Education First published 2019 © University of York All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated with the publisher’s prior consent. ISBN: 978-1-5272-4220-3 Publications manager: Wendy Burns Copy editor and proofreader: Jenny Gwynne Design: Design & Print Solutions, University of York Taking action for change: Educating for youth civic engagement and activism

Contents

Preface 7 Ian Davies, Mark Evans, Márta Fülöp, Dina Kiwan, Andrew Peterson and Jasmine B.-Y. Sim

Acknowledgements 9 Ian Davies, Mark Evans, Márta Fülöp, Dina Kiwan, Andrew Peterson and Jasmine B.-Y. Sim

1 Pedagogical considerations for youth engagement and activism: Educational approaches and practices 12 Mark Evans, Ian Davies, Márta Fülöp, Dina Kiwan, Andrew Peterson and Jasmine B.-Y. Sim

2 Educating for youth activism in Australia 22 Andrew Peterson 2.1 Justice Citizens 26 Keith Heggart

2.2 Richmond Emerging Aboriginal Leadership (REAL) program 27 Lucas Walsh

3 Educating for civic engagement in schools in Canada: A brief overview 28 Mark Evans, Rosemary Evans and Angela Vemic 3.1 Education for Social Innovation: Inquiries into global citizenship, environmental stewardship and student voice 32 Shirley Chan, Tim Sullivan, Janis Castle Jones and Abhi Arulanantham

3.2 Maximum City 34 Josh Fullan

3.3 Youth Reconciliation Initiative, Canadian Roots Exchange 35 Saima Butt

4 England: Policy and practice for understanding and engagement 36 Ian Davies 4.1 Amnesty International youth group 41 Matthew Davies

4.2 Engaging with the EU referendum 42 Roxanne Fearns

4.3 Machakos Youth for Sustainable Development 43 Purna Kumar Shrestha

5 Taking action for change: Educating for youth civic engagement and activism

5 Teaching citizenship in Hungary 44 Márta Fülöp 5.1 Ukids – a social entrepreneurship programme for kids 47 Mária Hercz

5.2 The Radnóti School model of citizenship education 48 János Győri

5.3 Democratic learning spaces for young people 50 Rita Galambos

6 Formal and informal civic learning in Lebanon 52 Dina Kiwan 6.1 Developing young historians: Teaching historical thinking 55 Maha Shuayb, Nayla Hamadeh and Bassel Akar

6.2 Learning practice: Bringing education to informal settlements 56 Rabih Shibli

7 Citizenship pedagogical practices in Singapore: An overview 58 Jasmine B.-Y. Sim 7.1 Community for Advocacy and Political Education (CAPE) 62 Daryl Yang

7.2 The Inter-University LGBT Network (IULN) 63 Rachel Yeo

7.3 Raffles Girls’ School Model United Nations 64 Aliah Shariff

8 Pedagogical considerations for civic engagement teaching and learning: Parting summary comments and reflections 66 Mark Evans, Ian Davies, Márta Fülöp, Dina Kiwan, Andrew Peterson and Jasmine B.-Y. Sim

Annotated list of online resources 70 Serhiy Kovalchuk and Maria Vamvalis

6 Taking action for change: Educating for youth civic engagement and activism

Preface

nationally and internationally, to a purpose of education is to help ‘Youth activism, engagement wide variety of sites. Discussions learners understand the society and the development of were created through the in which they live and develop the new civic learning spaces’ organization of seminars, public skills to take part in it and then, events and academic conferences. when they do engage, that process was a project funded by We wanted to understand things would be educational. the Leverhulme Trust better ourselves and to share our findings. We aimed to bring Our ideas about education were and developed by an people together so that we could not restricted to narrowly framed international network of learn and there was the possibility contexts. We were alert to the researchers. The project that more work could take place wide range of characterizations of in the future. Specifically for this took place between 2016 publication, we want to showcase and 2019. the ideas and suggestions of those who are working with young people. Many are doing excellent Overview work to promote understanding We explored key ideas and of the contemporary world and issues about the ways in which develop the skills to take part in young people participate in a democratic pluralistic world. society and what implications We hope that this publication that has for education. Our work will guide, stimulate, provoke was generously funded from and energize people to begin a Leverhulme Trust Network and continue their own work Grant. The project web pages, to maximize the possibilities of and details of other publications making the world a better place from the project, may be seen at: through education. https://www.york.ac.uk/education/ research/cresj/researchthemes/ citizenship-education/ Key ideas and issues leverhulmeyouthactivism/ Our work was stimulated principally by a desire to explore Throughout the project, we were the connections and disjunctions committed to thinking carefully between education and activism. in ways that could be practically We were aware of the possibility of useful to educators. Networking a vicious circle between education was the principal means by which and engagement. In other words, we explored key issues. We read young minds could be corrupted by widely, made full use of electronic those in schools who have a narrow media to benefit from the advice political agenda and, beyond of people in many parts of the schools, by activists who wish only world, and focused on the six to secure political or economic countries where project members advantage. Of course, we wished to have knowledge, experience explore, without naivety, the very and expertise: Australia, Canada, real possibility of a virtuous circle: England, Hungary, Lebanon and the recognition that the primary Singapore. Visits were made,

7 Taking action for change: Educating for youth civic engagement and activism

engagement. For some, ‘activism’ how education could be for that we want, or whether we are means ‘radical’ action, but we engagement; and we wanted to content to leave what people learn wished to explore a variety of know if we could develop education to the dominant forces in society. perspectives. We have always and engagement through a Ultimately, this project concludes wanted to avoid unhelpfully narrow dynamic approach involving action with something that is in line conceptions of what counts as on many different sites and by with official statements by many education. We see education as many different types of people. policy-makers and professionals being more than schooling. In some Our conclusion is that there is a but, if carried through, has the of our investigations, school was strong and potentially positive potential to be transformative. We significantly less important than relationship between education recommend that young people and other initiatives. Our project was and engagement. We are always – those with whom they work should determinedly aware of education formally and in other ways – think about what sort of education taking place in a wide variety of educating about, for and through is necessary for what sort of regions. We looked beyond as well engagement. As people engage engagement, and how best that as within national boundaries. (and engage they must in their might be achieved. We offer this everyday lives) then they will learn. publication as one of the means by We wanted to know more about The choice that faces us is whether which we can start to work towards education and engagement; we we wish to think about and then the achievement of this direction. wanted to know more about prepare the forms of education

A civic educators’ resource In this Resource for educators we outline our thinking about civic education and activism in Chapters 1 and 8. We reflect in those first and last chapters of this publication on the work that has been done by ourselves and others to identify key issues and challenges. In Chapters 2–7, each member of the project team discusses developments in their own country and we include promising practices that begin to illustrate ways in which educators may act. These examples give a flavour of what has already been done, in several different geographical areas, educational phases and perspectives. We hope these brief overviews of ideas and issues, and these case studies profiling promising educational practices, will inspire others to be creative in their own initiatives.

Editors: Ian Davies, Mark Evans, Márta Fülöp, Dina Kiwan, Andrew Peterson and Jasmine B.-Y. Sim

8 Taking action for change: Educating for youth civic engagement and activism

Acknowledgements

We would like to Advisory Group Project and conference acknowledge the work of We thank the Advisory Group administrators and for their expert advice and support staff many individuals, groups warm support. Erika György, Institute of and organizations who James Arthur, Director of the Cognitive Neuroscience and have made this project Jubilee Centre for Character and Psychology, Research Centre possible. We thank the Virtues, Deputy Pro-Vice-Chancellor for Natural Sciences, Hungarian (Staffing) at the University of Academy of Sciences Leverhulme Trust for their Birmingham, UK Emese Hruska, Institute of ongoing commitment to Wei Shin Leong, Assistant Cognitive Neuroscience and innovation and enquiry Professor at National Institute of Psychology, Research Centre in education. We thank Education, Nanyang Technological for Natural Sciences, Hungarian University, Singapore Academy of Sciences the many authors and Antal Örkény, Professor of Emma Jackson, University of York collaborators who helped Sociology at the Social Sciences Helen Parker, University of York make the various aspects Faculty, Eötvös Loránd University of Budapest, Hungary of the project and this Advisors and colleagues publication a success. The Alan Sears, Faculty of Education Professor at the University of New We are very grateful to all the very tireless commitment to Brunswick, Canada many people who offered advice, exploring the complexities attended and otherwise contributed Maha Shuayb, Director, Centre for to our many activities and events. and possibilities of Lebanese Studies, Beirut, Lebanon We wish to acknowledge particularly educating for youth civic James Sloam, Reader at the the following who are named below. Department of Politics and We give their institutional affiliation engagement is inspiring International Relations at Royal at the time of our meetings with and perhaps needed now Holloway, University of London, UK them. They kindly shared their expertise with us during our visits to more than ever. Lynn Staeheli, Professor of Australia, Canada, Hungary and the Geography, University of UK and during Skype meetings. Editors: Ian Davies, Mark Evans, Arizona, US Márta Fülöp, Dina Kiwan, Andrew Libby Tudball, Associate Professor AUSTRALIA Peterson and Jasmine B.-Y. Sim of Monash University, Australia Adelaide Melanie Baak, University of Network facilitators South Australia We are very grateful for the Dave Basher, Principal, and staff hard work, professionalism and and students at Warriappendi expertise of Alison Symington and School, Adelaide then Wendy Burns (University of York, UK) Madelena Bendo, Education Manager, Centre of Democracy Genevieve Hall, Monash University

9 Taking action for change: Educating for youth civic engagement and activism

Jarrod Johnson, Assistant Head June Creelman, Senior Advisor Maria Vamvalis, PhD candidate, of Middle School Teaching and on Civic Education for Office of OISE, University of Toronto Learning, and staff and students the Chief Electoral Officer, Angela Vemic, Assistant Professor, at Pulteney Grammar School Elections Canada Teaching Stream; Research Ben Lohmeyer, Tabor College Mary Drinkwater, Lecturer, Coordinator, Master of Teaching Curriculum, Teaching and Learning; Program, Department of Curriculum, Alan Reid, University of South former Secondary Principal Teaching and Learning, OISE, Australia University of Toronto Rosemary Evans, Principal, Alison Russell, Director, Centre University of Toronto Schools Students and Faculty at of Democracy University of Toronto Schools Najmeh Kishani Farahani, PhD Natalie Young, Community (Elementary/Secondary) candidate, OISE, University Education Officer and Parliament of Toronto of South Australia ENGLAND Jan Haskings-Winner, Teacher, Sydney Rachel Barber, Students’ Union, Secondary School History and University of York Anika Gauja, University of Sydney Social Sciences; former President of Debra Hayes, University of Sydney Ontario History and Social Science Millie Beach, Students’ Union, Teachers’ Association University of York Keith Heggart, University of Technology Sydney Serhiy Kovalchuk, Research Eleanor Brown, Provost, Derwent Associate and Lecturer, University College, University of York Ilaria Piiti, Örebro University of Toronto Bob Campbell, international Victoria Rawlings, University Jeff Kugler, former Director of volunteer, Voluntary Service of Sydney the Centre for Urban Schooling, Overseas Department of Curriculum, Shanthi Robinson, University Nikki Davis, Assistant Principal Teaching and Learning, OISE, of Western Sydney (Employer Engagement), University of Toronto; former York College Ariadne Vromen, University Elementary Principal, Toronto of Sydney District School Board Viv Kind, former Chair, York Labour party, and foster parent Shahrzad Mojab, Professor, CANADA Department of Leadership, Higher Keith Kinsella, Assistant Head, David Ast, Assistant Curriculum and Adult Education at OISE, Derwent College, University of York Leader, Student Leadership – Equity University of Toronto Brian Loader, Co-director, Centre – the Environment – Social Justice, David Montemurro, Associate for Political Youth Culture and Toronto District School Board Professor, Teaching Stream, Communication, University of York Kathy Bickmore, Professor, Department of Curriculum, Teaching Paul Morris, UCL, London. Department of Curriculum, Teaching and Learning, OISE; former Director, and Learning; Director of the Secondary Teacher Education, OISE, Martin Smith, Head of the Comparative International and University of Toronto Department of Politics, University Development Education Centre at of York Karen Murray, Centrally Assigned OISE, University of Toronto Principal, Toronto District School Ben Vulliamy, Students’ Union, Carol Campbell, Associate Professor, Board; Ontario Ministry of Education; University of York Department of Leadership, Higher former William Waters’ Chair, OISE, LEBANON and Adult Education at OISE, University of Toronto University of Toronto; Director of Maha Shuayb, Director, Centre for Sandra Styres, Assistant Professor, the Knowledge Network of Applied Lebanese Studies, Beirut, Lebanon Department of Curriculum, Educational Research Teaching, and Learning, OISE, SINGAPORE University of Toronto Christine Han, University College London

10 Taking action for change: Educating for youth civic engagement and activism

Citizenship Education in Europe Contributors to public Association (CiCea) events and academic and uucitizED professional conferences uuComparative, International and The project organized and Development Education Centre, contributed to public, professional OISE, University of Toronto and academic events. Those events took place in several universities uuJubilee Centre for Character and also at the House of Commons, and Virtues, University of London. We are grateful to all Birmingham, UK the very many people who made uuPolitical Studies Association significant contributions on those occasions including: uuSocial and Citizenship Education Association of Australia Stephen Anderson and Joanne Bacon, Comparative, International and Development Education Centre Project team (CIDEC), OISE Academics from six countries led Colleagues at Canterbury Christ the project: Church University Australia: Andrew Peterson, Ben Bradshaw MP and University of Birmingham, UK, and Becky Walker, House of University of South Australia Commons, London Canada: Mark Evans, Ontario Tony Breslin, Breslin Public Policy Institute for Studies in Education, University of Toronto, Canada Libby Tudball, Monash University England: Ian Davies, University Paul Wakeling, University of York of York, UK Hungary: Márta Fülöp, Institute Conference partners of Cognitive Neuroscience and We thank the organizers of many Psychology, Research Centre conferences who invited us to for Natural Sciences, Hungarian present our work, including the Academy of Sciences and Eötvös British Association for International Loránd University and Comparative Education; and Lebanon: Dina Kiwan, American the Comparative and International University of Beirut and University Education Society. We gratefully of Birmingham, UK acknowledge the support of the following organizations with whom Singapore: Jasmine B.-Y. Sim, we were in association in the National Institute of Education, development of our final conference: Nanyang Technological University uuAssociation for Citizenship Teaching uuCentre for Research on Education and Social Justice, University of York, UK uuCentre for Research in Race and Education, University of Birmingham, UK uuChildren’s Identity and

11 Taking action for change: Educating for youth civic engagement and activism

1 Pedagogical considerations for youth engagement and activism: Educational approaches and practices

here has been increasing which our investigations were Mark Evans, Ian Davies, attention worldwide to, and undertaken. In doing so, we Márta Fülöp, Dina Kiwan, deliberation about, the role hope to raise awareness of key Andrew Peterson and education is playing and ought to play ideas and issues for practitioners Jasmine B.-Y. Sim inT assisting young people to develop involved in constructing effective deepened understandings of public and equitable civic engagement issues and the capacities needed learning experiences. Attention is for meaningful engagement in given to: often complex and conflictual civic questions. Building learners’ cultural uuunderstandings of what it capital, handling evidence, making means to educate for youth civic a case, substantiating judgements, engagement and its significance; critical engagement, for example, uuresearch and development work are all potential outcomes that have that has been undertaken in been associated with meaningful the field of youth citizenship citizenship education programmes. education and civic engagement Concerns have been raised that pedagogy; most forms of civic engagement uukey pedagogical considerations learning for and by youth, however, for civic engagement teaching often occur randomly in their and learning; communities while school-based programmes (aiming to educate uua sampling of promising with this intent) are limited and tend practices from the six countries, to be involved in “‘safe’, ‘acceptable’ that aim to move to ambitious and ‘minimal’ forms of civic action, and potentially rich forms of such as ‘fundraising, fasting and citizenship education; and having fun’, recycling, planting uusome of the more specific trees or supporting established associated challenges and community organizations (such as a supports arising for educators. Foodbank). Much less frequently do young people participate in ‘justice- Our focus is mostly on schools oriented’ forms of active citizenship and less formal learning settings which challenge the status quo” as they offer conditions where: (Wood, Taylor, Atkins, & Johnston, understandings of key concepts, 2018, p. 260). issues and processes of informed democratic citizenship can be In this Resource, we explore nurtured; conflicting beliefs various ways in which ‘educating and perspectives within local, for civic engagement’ is being national and global contexts envisaged and approached in can be examined; notions of educational contexts, primarily civic membership and identity, within the six countries in

12 Taking action for change: Educating for youth civic engagement and activism

inclusion and exclusion can be and society, within and beyond of youth is gaining attention. explored; moral purpose and legal countries. Newmann and Wehlage’s (1993) responsibility can be analysed; work on the development of skills and where basic capacities of in citizen action and public affairs civic literacy and participation can Pedagogical emphasized the importance of be experienced, practised and considerations developing capacities for effective reflected upon. At the same time, civic engagement and providing A review of studies explicitly in addition to democratic learning opportunities for young people associated with ‘educating for in schools, we are mindful that to experience and practise more civic engagement’ throughout the young people learn “as much, and active forms of involvement. More 20th and into the 21st centuries most possibly even more, from recent work by Vromen and Collin reveals deepening and shifting their participation in the family or (2010), Chen and Vromen (2012), understandings and intentions leisure activities, from interaction Riegert and Ramsay (2012), Kahne, of pedagogical approaches with their peers, from the media, Hodgin, and Eidman-Aadahl (2016), and practices (in theory and from advertisers and from their and Vromen (2017) continues practice). Studies range from role as consumers”, as well as being to highlight the importance of those that explicitly investigate influenced “by the wider cultural, practice and signals increasing planned and deliberate attention social, political and economic order consideration of new patterns to knowledge acquisition, that impacts upon their lives” of democratic engagement and conceptual understanding, and (Biesta, 2011, p. 14). activism through new digital tools higher order thinking (‘learning and social media networks. about’ and ‘thinking about’ rather Understandings of ‘civic than ‘engaging in’) in classroom engagement’ are neither clearly Varied ways of knowing and and school-wide practices to nor coherently defined within active involvement in the those that explore some of the or across countries. Throughout learning process constructing more recent and increasingly this Resource, we use the phrase knowledge in relation to these sophisticated learning considerations ‘educating for civic engagement’ political questions and issues associated with ‘educating for to mean those intentional learning rather than simply receiving civic engagement’ (e.g. cultural experiences that are constructed information passively dimensions of civic learning, to assist youth to learn about pedagogies related to digital/social Fundamental conceptions of civic engagement. We are alert to media, contrasting notions of social teaching and learning are relevant. very dynamic characterizations justice, suitable forms of assessment, Significant parts of this work of ‘civic engagement’ and its shifting conceptions of youth). highlight the importance of the spectrum of varied intentions and learner being actively involved in dimensions (e.g. formal–informal, Pedagogical considerations (not in the learning process constructing status quo/transmission–reformist/ any particular order, with a sampling knowledge and the influence transformation, personal–local– of some recommended references) of one’s background and the national–global, face-to-face– emerging from these studies sociocultural context in the digital, violent–peaceful). We do not highlight the value of learning learning process. Opportunities regard the distinctions between experiences that provide for: to engage in learning (rather public and private to be necessarily than just accept what is said by mutually exclusive. But, broadly and A focus on real-life and someone in authority) is congruent simply, we see civic engagement relevant political questions with other social and political as public action that is alert to and issues (classroom to forms of engagement. Aspects of social justice. Our preference is for community, local to global) the work of Piaget, with that of education and the engagement and experiences that allow for Bruner and Vygotsky in the area of associated with it to be inclusive, the practice of different forms social constructivism and learning diverse and democratic, and for of civic engagement (including have been particularly relevant. it to lead to significant benefits new approaches) Vygotsky’s (1929) zone of proximal about enhancing knowledge, development; Bruner’s (1961, 1966) A focus on real-life themes, issues, promoting efficacy and increasing concept of scaffolding; and Piaget’s contexts, and performances participation for individuals (1971) focus on how people make

13 Taking action for change: Educating for youth civic engagement and activism

meaning through the interaction 2008; Hess & McAvoy, 2014; Hunt & privilege and marginalization. Freire of their ideas and experiences at Metcalf, 1955; Krishnasamy, Sim, & (1970), Apple (1971), Giroux and different stages of development, Chua, 2018; Oliver & Shaver, 1966, Simon (1989), and McLaren and for example, have had a wide- 1974), and exploring and engaging Kincheloe’s (2009) focus on critical ranging impact on learning with issues of peace and conflict pedagogy is of obvious relevance theories and pedagogical practices (Bickmore, 2001, 2014; Davies, to this point. Anyon’s (2009) work, and have been particularly relevant 2004; Shuayb, 2015). Helping for example, has drawn heightened in consideration of various forms of students to learn about issues and attention to transformative civic engagement. ideas and then to make judgements pedagogy and social justice related is essential. This takes us beyond to civic engagement learning. Opportunities to engage in the at times rather hesitant enquiry-based learning – and approach of teachers who feel that Community connections and building skills/capacities judgement is beyond discussion and experiential learning associated with enquiry beyond their remit as educators. At times this may be seen generally Dewey (1916) emphasized the through many of the pedagogical importance of enquiry on real Collaboration and deliberative considerations discussed already. civic problems and issues, as discussion Some of this work on experience is important pedagogical practices There has been an emphasis on community-related. Avery (1997), to be foregrounded in any cooperation and collaboration Annette (2008) and Schwarz democratic citizenship curricula. (Johnson & Johnson, 1987, (2011), for example, have explored He emphasized the importance of 1999). Often this collaboration experiential learning, linking service social learning and the habits of is developed through discussion learning and political participation, reasoning in relation to real civic of contemporary issues. Many and how local community support questions and issues. Since that have argued for pedagogical can enhance youth engagement. time, a number of scholars and practice related specifically to There are other precisely framed practitioners have explored the civic engagement to be focused experiential processes. It is not development of understanding in particular ways. Bloom’s (1956) helpful to make simple links about the processes and skills ideas about classroom questioning so that classroom-based work of enquiry (Banchi & Bell, 2008; processes and discussions and is cognitive while community- Bruner, 1961; Taba, 1967) related higher-order thinking and Parker’s based is affective. Rather, we specifically to civic engagement (1996) attention to deliberative have to explore the ways in throughout the 20th century. dialogue pedagogies, for example, which citizenship learning takes Recent work (Parker, Valencia, have been influential. place through both affective and & Lo, 2018) illuminates many of cognitive domains. This dynamism the issues associated with deep Opportunities to engage with can lead to deeper opportunities political learning. complexity and criticality for students to experience critical Developing critical perspectives and transformative democratic Building capacities for requires that we move beyond a engagement (Wood et al., 2018). decision-making, public issue surface read of complex issues investigation, ethical thinking, to the disrupting of common Varied learning approaches peace-building and conflict assumptions about patterns in our and practices that are management world, and to exploring questions equitable and responsive to Associated with enquiry-based of unequal power, privilege, and learner diversity learning has been increased inequities. Exploring multiple Work focusing on diversity, attention to pedagogies related perspectives through a critical inclusion, and culturally responsive to learning processes associated lens provides opportunities for (e.g. ethnicity, gender, legally with, for example, decision- educators and students to become excluded, religious, socioeconomic) making (Engle, 1960; Parker, 1996), meaningfully engaged in their pedagogies in relation to civic investigating public issues (Claire communities and reflect upon engagement (Banks, 2004, 2008, & Holden, 2007; Evans & Saxe, their own subjectivities and the 2017; Daou, 2012; Ladson-Billings, 1996; Fountain, 1995; Hess & Avery, concomitant implications for power, 1995, 2005, 2014) and its challenges

14 Taking action for change: Educating for youth civic engagement and activism

has gained particular consideration. and students to probe notions of orientations, whether they Gardner’s (1991) attention to perspective and difference and are aligned with personally multiple intelligence and Battiste’s questions of privilege. This allows responsible, participatory, and/or (2002) discussion of Indigenous them to engage more deeply with justice-oriented perspectives ways of knowing and pedagogy their own identities and examine and practices. (e.g. place-based learning, place how we are all implicated in local of Elders in learning), for example, and global matters. These same studies also show provide much – varied – food for that much of this work was thought regarding the nature of Developing understandings undertaken across, and influenced education and how it might relate of subject-specific, ‘fit by, the backdrop of broader to engagement. for purpose’ practices, pedagogical discussions and approaches, and broad wider cultural, social, political Attention to safety, wellbeing, curriculum and instructional and economic contextual and self-reflection orientations factors. Broadly based ways of Some of the issues that arise While many of the pedagogical knowing and how to organize in learning about and having studies for civic engagement have knowledge have helped guide opportunities to practise civic focused on History and Social the development of perspectives engagement are controversial. Studies classrooms, important about how to teach and learn. We recognize that many students empirical work is becoming Mortimore’s (1999) attention to and teachers worry about, for increasingly evident in other interconnected knowledge bases example, their own safety and subject areas and across school informing pedagogy and notion wellbeing and how to deal with curricula. Boal’s (1993) early work of pedagogical fitness of purpose, the broader implications of on legislative drama pedagogies Miller’s (2007) consideration and responses from parents/carers, and Gallagher’s (2018) more understanding of broad curriculum community members, and others recent focus on drama pedagogies and instructional orientations (Krishnasamy, Sim, & Chua, and youth perspectives are (e.g. from transmission to 2018). Self-reflection focuses instructive. Important pedagogical transformation), and Joyce, Weil, on the interplay between the work is underway related to the and Calhoun’s (1972, 2015) Models personal and public, the local relationship among fields of science of teaching, grounded in research and the global. It highlights the and technology and societies and and experience (information- importance of communication environments (STSE) and activism processing, social, personal, and dialogue within and across (Bencze & Alsop, 2014). Westheimer behavioural family of models), for social identities and political and and Kahne’s (2004) work increased example, are relevant and help economic boundaries. Reflection consideration and understanding of us to make connections generally provides opportunities for teachers broad curriculum and instructional between what is taught, how it is

15 Taking action for change: Educating for youth civic engagement and activism

taught, and what might ‘communities of practice’, and online our investigations were undertaken be learned. networks of professional learning reveal a history of shifting are vital for the ongoing study and understandings and contrasting These studies also illuminate how support of teaching and learning approaches and practices, reflective different cultural contexts, forms in relation to citizenship education of differing cultural and historical of democracy, and their ideological (Darling-Hammond & Bransford traditions and contexts, emergent dimensions shape distinctive (Eds.), 2005). There is increasing local and global pressures, and curricular and pedagogical attention to interconnected educational studies and policy preferences for particular kinds knowledge bases informing reform. Educators wishing to explore of citizenship and democratic pedagogy, pedagogical fitness of and integrate new understandings practice (Dean, 2005; Faour & purpose in democratic contexts, and of civic engagement pedagogy are Muasher, 2012; Harb, 2018; Ikeno, the ‘highly skilled’ role that teachers finding an array of constructivist, 2005; Joshee, 2008; Kennedy, Lee, need to play in citizenship education enquiry-oriented, performance- & Grossman, 2011; Lee & Chi-hang, (Loughran 2010; Sim, Chua, & based, and school- and community- 2008; Sim & Print, 2009; Tupper, Krishnasamy, 2017; Zhu & Zeichner, based ideas to inform and guide 2014). Consideration of suitable 2014). Professional learning and their pedagogical practice. Case and effective forms of teaching research initiatives are underway studies, the infusion of substantive and learning for investigating that focus on comparative aspects and procedural concepts, school global dimensions of citizenship of citizenship education pedagogy councils and elections, peer and engagement, for example, within and across different cultural mediation programmes, special have steadily increased these past contexts (e.g. the Carnegie Civic commemorative days, community few decades (Davies, Ho, Kiwan, Research Network, the United participation and service activities, Peck, Peterson, Sant, & Waghid, Nations World Youth Report on dispute resolution, peer mentoring 2018; Fountain, 1995; Pike & Selby, Civic Engagement). and peace-building programmes, 1987; Youngs, 2019). These studies online international linkages and interestingly provide overarching The above suggests to us that there simulations, and youth forums and conceptions of engagement and the have been some significant shifts institutes are examples of practices inter-relationships between people in the development of teaching and being used to nurture the intricate and places, but also emphasize the learning to address the increasingly learning goals now associated with importance of specific contexts. sophisticated intentions associated civic engagement. with civic engagement. Learning It should also be noted that the contexts, pedagogies, appropriate Throughout this Resource, a ways in which institutions are forms of assessment, and sampling of practices in classrooms, organized and the processes that new approaches to effective schools, and community sites from they support within these contexts professional learning are all being ‘within and across’ the six country- are very relevant to education for transformed. As mentioned, much contexts is shared. In our selection engagement. The democratic/ of this work has been undertaken of these practices, we were pedagogical culture of schools against the backdrop of broader particularly interested in the ways through the development of pedagogical discussions that in which increasingly sophisticated ‘professional learning communities’, highlight learner diversity and considerations of teaching and critical, equitable, and culturally learning associated with ‘educating responsive (gender, ethnicity, for civic engagement’ (e.g. cultural socioeconomic) pedagogical dimensions of civic learning, perspectives and practices. pedagogies related to digital/ social media, contrasting notions of social justice) informed and A sampling of promising were infused into the design of the pedagogical approaches varied approaches. A sampling of pedagogical resources developed and practices across the six nations is provided at Expressions of youth civic the conclusion of the text. engagement teaching and learning within the six countries in which

16 Taking action for change: Educating for youth civic engagement and activism

The sample practices presented in Chapters 2–7 of this Resource are as follows:

AUSTRALIA 2.1 Justice Citizens Keith Heggart

2.2 Richmond Emerging Aboriginal Leadership (REAL) program Lucas Walsh

CANADA 3.1 Education for Social Innovation: Inquiries into global Shirley Chan, Tim citizenship, environmental stewardship and student voice Sullivan, Janis Castle Jones, and Abhi Arulanantham

3.2 Maximum City Josh Fullan

3.3 Youth Reconciliation Initiative, Canadian Roots Exchange Saima Butt

ENGLAND 4.1 Amnesty International youth group Matthew Davies

4.2 Engaging with the EU referendum Roxanne Fearns

4.3 Machakos Youth for Sustainable Development Purna Kumar Shrestha

HUNGARY 5.1 Ukids – a social entrepreneurship programme for kids Mária Hercz

5.2 The Radnóti School model of citizenship education János Győri

5.3 Democratic learning spaces for young people Rita Galambos

LEBANON 6.1 Developing young historians: Teaching historical thinking Maha Shuayb, Nayla Hamadeh, and Bassel Akar

6.2 Learning practice: Bringing education to informal settlements Rabih Shibli

SINGAPORE 7.1 Community for Advocacy and Political Education (CAPE) Daryl Yang

7.2 The Inter-University LGBT Network (IULN) Rachel Yeo

7.3 Raffles Girls’ School Model United Nations Aliah Shariff

developing appropriate pedagogies and experiential civic learning Key questions arising for for engagement. By posing experiences that foreground civic educators questions we are emphasizing our current public issues and While our review of various studies preference to promote engagement opportunities for student and development work related to by all those involved in education. engagement, widespread ‘educating for civic engagement’ implementation challenges remain. alerted us to important pedagogical Is there a continuing culture Classroom pedagogy continues shifts and considerations, it also of ‘transmission’-oriented to be largely teacher-directed, highlighted for us the reality that teaching and learning related suggesting that teaching and implementation remains mostly to civic engagement learning? learning practices appear to nominal and uneven. Below, we While there is increasing focus more on ‘knowing about’ provide questions that indicate the attention to varied enquiry- and ‘thinking about’ rather than challenges that face educators in oriented, interactive, inclusive, ‘engaging in’.

17 Taking action for change: Educating for youth civic engagement and activism

Are there fragmented engagement and/or disengagement learning (e.g. enquiry, equity theoretical and ambiguous is distinctly nuanced, linked to a and social justice themes, policy constructs? variety of factors such as gender, controversial issues, experiential Increasingly sophisticated, and ‘race’, cultural background, civic engagement activities) sometimes conflicting, conceptions education, household income, are complicated. Teachers of citizenship and citizenship family civic participation influences, report concerns about a lack of education (in theory and policy and contextual circumstances. confidence in terms of their own constructs) have led to a certain Students’ experience of civic preparedness and the need for level of conceptual ambiguity for learning is often not responsive ongoing professional learning educators. While policy guidance is to and/or disconnected from their support. often strong in rhetoric, it is vague identity affiliations, lives, own ideas in terms of what goals are to be of democracy and citizenship. What support is provided given priority and/or what depth Understandings of youth civic for teachers exploring of coverage is expected, prompting engagement raise questions for civic/community issues of uncertainty and leaving teachers to educators in terms of suitable controversy? choose what types of civic learning learning experiences that are Some of the issues that arise ought to be enacted (and avoided) responsive to students’ identity in learning about and having and experienced by students. affiliations, lives, own ideas of opportunities to practise civic democracy and citizenship. engagement are controversial Are there limits to critique and and many teachers worry about a privileging of particular When/At what stage is the extent to which they will learning goals? it appropriate for young be supported (or not) by, for people to be introduced Compliant behaviour (i.e. duty and example, their students, colleagues, to understandings of civic responsibility) is often encouraged parents, and community engagement learning? and distanced from seemingly members. Accusations of bias and inappropriate participation in civic ‘Active citizenship’ is consistently perhaps more insidious forms of dissent. Curriculum intentions that coupled with cautions about the indoctrination may put educators intersect with understandings importance of compliant behaviour off from engaging in these types and practices of civic engagement (i.e. ethics, duty and responsibility). of learning experiences if ‘safe such as identity, power, social Behavioural codes of conduct tend spaces’ for this type of work are justice, conflict and controversial to envision ideal civic behaviour not available. issues are given low priority and/ as being compliant and obedient. or omitted in practice altogether. Critical thinking skills enumerated What is the challenge of Enacted forms of pedagogy, often in most curriculum guidelines change in highly hierarchical connected to curriculum policy, do not appear to apply to the schooling contexts? communicate different messages regulations governing students’ While schools are viewed as that are not politically neutral. behaviour in schools. What types locations where democratic Curriculum theorists appropriately of civic engagement learning are citizenship learning can be nurtured point out that particular curriculum appropriate, at what age/stage? and practised, the stated goals and perspectives privilege particular ethos of schools often conflict with learning goals. Are educators suitably the expected goals and practices prepared through initial of the citizenship education How responsive are students’ teacher education and in- curriculum. Schools are essentially learning experiences of civic service professional learning hierarchical organizations, ones learning to their identity programmes to effectively that are neither able to nor intend affiliations and socioeconomic address the complexities of to fully nurture the understandings, circumstances? teaching and learning for capacities or values associated democratic engagement? There are a variety of subtleties with democratic citizenship. Civic associated with emerging Pedagogical practices (from engagement is often associated understandings of youth civic learning strategies to assessment with ‘good’ behaviour such as engagement learning. Youth civic practices) that attend to the critical volunteering in the community, purposes of civic engagement cleaning up parks, assisting the

18 Taking action for change: Educating for youth civic engagement and activism

elderly, and voting. Educators Understandings of pedagogy for Bickmore, K. (2001). Student conflict have at times been accused of democratic citizenship continue resolution, power ‘sharing’ in schools, and citizenship education. Curriculum propaganda. Inadequate financial/ to expand and have become Inquiry, 31(2), 137–162. resource support, low curricular increasingly sophisticated. Yet, it is status/priority and other factors apparent that an uncertain – and Bickmore, K. (2014). Citizenship education in Canada: “Democratic” influence the extent to which steps unhelpful – gap exists between engagement with differences, conflicts towards engaged citizenship for all rhetoric and practice. It is apparent and equity issues? Citizenship Teaching & students can be realized. that more attention is needed Learning, 9(3), 257–278. towards those more sophisticated Biesta, G. (2011). Learning democracy How do different contexts and goals now associated with in school and society: Education, lifelong forms of democracy shape democratic citizenship education learning, and the politics of citizenship. distinctive curricular and if practice is to be addressed in Rotterdam: Sense Publishers. pedagogical preferences for meaningful ways. Bloom B. (1956). Taxonomy of Educational particular kinds of citizenship Objectives, Handbook I: The Cognitive Domain. New York: David McKay. and democratic practice? REFERENCES Many studies (e.g. Hahn, Boal, A. (1993). Theater of the Oppressed. Annette, J. (2008). Community New York: Theatre Communications 1998) revealed similarities and Involvement, Civic Engagement and Group. considerable differences in the Service Learning. In J. Arthur, I. Davies, Bruner, J. S. (1961). The act of discovery. & C. Hahn (Eds.) SAGE Handbook of ways pedagogy is used to prepare Harvard Educational Review 31(1), 21–32. youth to participate as democratic Education for Citizenship and Democracy, 388–398. citizens and additional/distinctive Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge: Harvard Anyon, J. (2009). Theory and Educational factors affecting learning (age, University Press. academic track, gender, ethnicity, Research: Toward Critical Social Explanation. Critical Youth Studies: Chen, P., & Vromen, A. (2012). Social religion, and so on). There is a Routledge. Media, Youth Participation and Australian rich and substantial variety of Elections AEC Electoral Research Apple, M., (1971). The hidden curriculum Forum, Speakers Notes, November 2012. contextually distinctive approaches and the nature of conflict. Interchange, Sydney: Department of Government and and practices, but a continuing 2(4), 27–40. International Relations and University of gap regarding theoretical Avery, P. (1997). The future of political Sydney. http://www.aec.gov.au/About_ considerations, the rhetoric of participation in civic education. Minnesota: AEC/research/caber/files/1b.pdf. Accessed policy and the reality of practice. Social Science Education Consortium. 12 Dec 2017. Banchi, H., & Bell, R. (2008). The Many Claire, H. & Holden, C. (2007). The What is the purpose of Levels of Inquiry. Science and Children, challenge of teaching controversial issues. education for engagement? 46(2), 26–29. Trentham Books. Education is always for something. Banks, J. A. (Ed.) (2004). Diversity and Daou, F. (Ed.) (2012). Education as Co- The recognition of power within citizenship education. San Francisco: Existence. Beirut: St. Paul Editions/Adyan. Jossey-Bass. specific contexts and in global Darling-Hammond, L. & Bransford, J. frameworks raises important Banks, J. A. (2008). Diversity, Group (Eds.) (2005). Preparing teachers for a questions. The emphasis on Identity, and Citizenship Education in a changing world: What teachers should learn and be able to do. San Francisco: international perspectives, 21st- Global Age. Educational Researcher, 37(3), 129–139. Jossey-Bass. century competencies and soft skills may run contrary to or Banks, J. A. (2017). Failed Citizenship Davies, I., Ho, L.-C., Kiwan, D., Peck, C. L., and Transformative Civic Education. Peterson, A., Sant, E., & Waghid, Y. alongside the economic focus of Educational Researcher, 46(7), 366–377. (Eds.) (2018). The Palgrave Handbook of producing ‘productive workers’ for Global Citizenship and Education. London: a transnational or global economy. Battiste, M. (2002). Indigenous Palgrave Macmillan. knowledge and pedagogy in First That struggle over purpose of Nations education: A literature review Davies, L. (2004). Education and Conflict: course raises a fundamental with recommendations. Ottawa, Ontario: Complexity and Chaos. RoutledgeFalmer. National Working Group on Education question of whether and to Dean, B. (2005). Citizenship education and the Minister of Indian Affairs Indian what extent education can ever in Pakistani schools: Problems and and Northern Affairs Canada (INAC). compensate for – or challenge – possibilities. Citizenship Teaching and societal norms. Bencze, J. L., & Alsop, S. (Eds.) (2014). Learning, 1(2), 35–55. Activist science & technology education. Dordrecht: Springer.

19 Taking action for change: Educating for youth civic engagement and activism

DeJaeghere, J. (2013). Critical civics and Hess, D., & Avery, P. (2008). Discussion of Ladson-Billings, G. (1995). But that’s just citizenship education: What kind of controversial issues as a form and goal good teaching! The case for culturally ‘active citizen’? Curriculum Perspectives, of democratic education. In J. Arthur, I. relevant pedagogy. Theory Into Practice, 33(1), 83–86. Davies, & C. Hahn (Eds.) SAGE Handbook 34(3), 159–165. of Education for Citizenship and Democracy, Dewey, J. (1916). Democracy and 506–518. Ladson-Billings, G. (2005). Differing Education. An introduction to the concepts of citizenship: Schools philosophy of education (1966 edn.). New Hess, D., & McAvoy, P. (2014). The political and communities as sites of civic York: Free Press. classroom in context. In D. Hess, & P. development. In N. Noddings (Ed.) McAvoy The political classroom: Evidence Educating Citizens for Global Awareness, Engle, S. (1960). Decision making. Social and ethics in democratic education, 19–44. 69–80. New York: Teachers College Press. Education, 24: 301–306. Routledge. Ladson-Billings, G. (2014). Culturally Evans, M. (2008). Citizenship education, Hunt, M,. & Metcalf (1955). Teaching high relevant pedagogy 2.0: a.k.a. the remix. pedagogy, and school contexts. In school Social Studies: Problems in reflective Harvard Educational Review, 84 (1), Arthur, J., Davies, I., & Hahn, C. (Eds.) thinking and social understanding. New pp. 74–84. International Handbook of Citizenship and York: Harper and Row. Democracy (519–532). London: SAGE Lee, H. L. (1997). Developing a shared Publications Ltd. Ikeno, N. (2005). Citizenship education sense of nationhood. Speech at the launch in Japan after World War II. Citizenship of National Education. Retrieved on 30 Evans, R., & Saxe, D.W. (Eds.) (1996). Teaching and Learning, 1(2), 93–98. Jan 2019, from http://www.nas.gov.sg/ Handbook on teaching social issues. archivesonline/data/pdfdoc/1997051607/ Washington: National Council for the Johnson, D., & Johnson, R. (1987). lhl19970517s.pdf Social Studies. Learning together and alone: Cooperative, competitive, and individualistic learning Lee, W. O., & Chi-hang, H. (2008). Faour, M., & Muasher, M. (2012). The (2nd ed.). Englewood Cliffs, NJ, US: Citizenship education in China: Changing Arab World’s Education Report Card: Prentice-Hall, Inc. concepts, approaches and policies in the School Climate and Citizenship Skills. changing political, economic and social Washington, DC, Carnegie Endowment Johnson, D., & Johnson, R. (1999). Building context, in J. Arthur, I. Davies, & C. Hahn for International Peace. community through cooperative learning. (Eds.) SAGE Handbook of Education for Theory Into Practice, 38(2), 67–73. Fountain, S. (1995). Education for Citizenship and Democracy, 139–157. development: A teacher’s resource for Joshee, R. (2008). Citizenship education Loughran, J. (2010). Pedagogy (pp. 36– global learning. UNICEF, United Nations in India: From colonial subjugation to 56). In Loughran, J., What expert teachers Children’s Fund. radical possibilities, in J. Arthur, I. Davies, do: Enhancing professional knowledge for & C. Hahn (Eds.) SAGE Handbook of classroom practice. London: Routledge. Freire, P. (1970). Pedagogy of the Education for Citizenship and Democracy, Oppressed. New York: Continuum 175–188. McLaren, P., & Kincheloe, J. (2009). Critical Publishing Company. pedagogy: Where are we now? New York: Joyce, B., & Weil, M. with Calhoun, E. Peter Lang. Gallagher, K. (2018). A Reconsideration (1972, 1st ed., 2015, 9th ed.). Models of of Social Innovation: Drama Pedagogies Teaching. Boston: Allyn and Bacon. Miller, J. (2007). The Holistic Curriculum, and Youth Perspectives on Creative and 2nd ed. Toronto: OISE Press. Social Relations in Canadian Schooling. Kahne, J., Hodgin, E. & Eidman-Aadahl, E. Canadian Journal of Education/Revue (2016). Redesigning civic education for Mortimore, P. (Ed.) (1999). Understanding canadienne de l’éducation, 41 (1), 1–23. the digital age: Participatory politics and Pedagogy and its Impact on Learning. the pursuit of democratic engagement. London: Paul Chapman. Gardner, H. (1991). The Unschooled Mind: Theory & Research in Social Education, How Children Think and How Schools 44(1), 1–35. Newmann, F., & Wehlage, G. (1993). Should Teach. New York: BasicBooks. Standards for authentic instruction. Kennedy, K., Lee, W. O., & Grossman, D. Educational Leadership, 50(7), 8–12. Giroux, H., & Simon, R. (1989). Popular (2011). Citizenship Pedagogies in Asia and culture, schooling, and everyday life. the Pacific. CERC Studies in Comparative Oliver, D., & Shaver, J. (1966/1974). Indiana: Bergin and Garvey. Education, 28. Springer Netherlands. Teaching public issues in the high school. Boston: Houghton Mifflin. Hahn, C. (1998). Becoming political: Kohlberg, L. (1976). The cognitive Comparative Perspectives on Citizenship developmental approach to moral Parker, W. (Ed.) (1996). Educating the Education. Albany: State University of education. In D. Purpel & K. Ryan (Eds.) democratic mind. State University of New New York Press. Moral education… It comes with the York Press. Harb, M. (2018). New Forms of Youth territory. Berkeley: McCutchan. Parker, W., Valencia, S., & Lo, J. (2018). Activism in Contested Cities: The Case of Krishnasamy, M., Sim, J. B.-Y., & Chua, S. Teaching for deeper political learning: a Beirut. The International Spectator, Italian (2018). Rocking the boat: Critical design experiment. Journal of Curriculum Journal of International Affairs, 53(2), 74–93. reflexivity in social studies teachers. The Studies, 50(2), 252-277 Journal of Social Studies Education in Asia, Piaget, J. (1971). Psychology and 7, 1–18. Epistemology: Towards a Theory of Knowledge. New York: Grossman.

20 Taking action for change: Educating for youth civic engagement and activism

Pike, G., & Selby, D. (1987). Global Teacher, Westheimer, J., & Kahne, J. (2004). What Global Learner. London: Hodder and kind of citizen? The politics of educating Stoughton. for democracy. American Educational Research Journal, 42(2), 237–269. Riegert, K., & Ramsay, G. (2012). Activists, individualists, and comics: The counter- Wood, B., Taylor, R., Atkins, R., & publicness of Lebanese blogs. Television Johnston, M. (2018). Pedagogies for and New Media, 14(4), 286–303. active citizenship: Learning through affective and cognitive domains for Schwarz, K. C. (2011). Mandated deeper democratic engagement. Community Involvement: A Question of Teaching and Teacher Education, 75, Equity. Education Canada, 51 (2). 259–267. Sherrod, L. R., Torney-Purta, J., & Youngs, R. (February 7, 2019). What Sets a Flanagan, C. A. (Eds.) (2010). Handbook New Generation of Civic Activists Apart? of Research in Civic Engagement in Youth. Q&A, Carnegie Europe. Hoboken: John Wiley and Sons. Zhu, X., & Zeichner, K. (Eds.) (2014). Shuayb, M. (2015). ‘Human Rights Preparing teachers for the 21st century. and Peace Education in the Lebanese Berlin: Springer. Citizenship Textbooks: A Comparative Lens’, Research in Comparative and International Education, March 10 (1). Sim, J. B.-Y., Chua, S., & Krishnasamy, M. (2017). “Riding the citizenship wagon”: Citizenship conceptions of social studies teachers in Singapore. Teaching and Teacher Education, 63, 92-102. Sim, J. B.-Y., & Print, M. (2009). The state, teachers and citizenship education in Singapore schools. British Journal of Educational Studies, 57 (4), 380–399. Taba, H. (1967). Teachers’ handbook for elementary school social studies. Reading: Addison-Wesley. Torney-Purta, J. (2002). The school’s role in developing civic engagement: A study of adolescents in twenty-eight countries. Applied Development Science, 6(4), 203–212. Tupper, J. (2014). Social media and the Idle No More movement: Citizenship, activism and dissent in Canada. Journal of Social Science Research, 13 (4), 87–94. United Nations World Youth Report (2016). Youth Civic Engagement. United Nations Department of Economic and Social Affairs. Vromen, A. (2017). Digital citizenship and political engagement. In Digital Citizenship and Political Engagement (9–49). Palgrave Macmillan, London. Vromen, A., & Collin, P. (2010). ‘Everyday youth participation? Contrasting views from Australian policymakers and young people.’ Young, 18(1), pp. 97–112. Vygotsky, L. S. (1929). The Problem of the Cultural Development of the Child. Journal of Genetic Psychology, 36, 415–434.

21 Taking action for change: Educating for youth civic engagement and activism

2 Educating for youth activism in Australia

he role education and are found most visibly in the Andrew Peterson, youth services have to curriculum provisions for Civics and University of Birmingham, play in supporting young Citizenship. The rationale for the UK, and University of Australians to become and be Australian Curriculum: Civics and South Australia informed,T active and responsible Citizenship subject makes reference citizens has been consistently to students exploring ways they stated at policy and curricular “can actively shape their lives … levels. According to data from the and positively contribute locally, Australian Bureau of Statistics nationally, regionally and globally. (2017), the 2016 Census of As reflective, active and informed Population and Housing counted decision-makers, students will be 2,988,390 Australian residents aged well placed to contribute to an 15–24, representing about one evolving and healthy democracy in eight (12.8%) of all Australian that fosters the wellbeing of residents. Australia has a growing Australia as a democratic nation” percentage of Aboriginal and/ (ACARA, 2018b). or Torres Strait Islander youth. The 2016 Census reported 123,719 Broadening out from the formal persons aged 15–24 who identified school curriculum, the policy as Aboriginal and/or Torres commitment to youth engagement Strait Islander, an increase from and political action has also found 105,652 since the 2011 Census. expression within policies targeting With regard to formal education young Australians more widely. and schooling, the Melbourne The Australian Government’s Declaration on Educational Goals (2010) National Strategy for Young for Young Australians has a core Australians, for example, stated aim that young Australians are that the Government “respects educated to become “active and and understands the value and informed citizens” (MCEETYA, 2008, contributions young people offer p. 9). This goal resonates within as citizens of today, not just the the Federal Australian Curriculum, leaders of tomorrow” (2010). which is predicated on helping “all young Australians to become It should be noted that despite successful learners, confident and these various policy provisions, creative individuals, and active and tensions still remain about how far informed citizens” (ACARA, 2018a). they are carried into meaningful The focus on active and informed and effective practices. Concerns citizenship permeates (at times have been raised, for example, implicitly and at others explicitly) about the lack of clear definition various aspects of the Australian of precisely what might constitute Curriculum, including its General “informed and active citizenship” in Capabilities and Cross-Curricular Australian schools (Peterson and Priorities. At the individual subject Bentley, 2016), as well as about the level, engagement and action framing and operationalization of

22 active citizenship in the context Youth Survey Report, Mission of Australian youth services Australia (2017) found that 54.1% of (Lohmeyer, 2018). Nevertheless, 15–24-year-olds surveyed reported in some ways, these policy undertaking volunteer work in the statements represent a move past year. So too, young Australians forward from those of the latter are developing their own networks part of the 20th century in and outlets for civic action. which, at a policy level, there was a view that young Australians’ levels of civic and political Forms of engagement knowledge and understanding To understand how education, were generally low and would youth engagement and activism benefit from being increased (see, are (and could be) intertwined for example, SSCEET, 1989; CEG, in practice, it is useful to start by 1994). This does not suggest that questioning how young Australians such concerns have dissipated are engaging currently within their altogether, as concerns over the political and social communities. 2016 sample assessment of Civics A striking feature of research on and Citizenship within the National youth engagement and action in Assessment Program evidence Australia over the last two decades (Fraillon, Gebhardt, Nixon, Ockwell, – whether the research draws out Friedman, Robins, & McAndrew, of education, political participation 2017). Rather, it does suggest and/or youth studies – is the there is a good deal of positive view that such engagement has work being undertaken in Australia changed and has become harder in this area – work which raises to pin down by precise categories. questions, opportunities and A range of researchers have challenges for civic educators. suggested that young Australians In addition, it should also be today are motivated more by their recognized that youth engagement values and by particular issues and civic action in Australia but are less inclined to participate are not solely dependent on in traditional, partisan forms of interventions, initiatives and political participation. For example: programs implemented by governments (whether Federal while there has been a shift away or State/Territory). A flourishing from formal participation by civil society exists in Australia, these young people, this has not with a range of organizations necessarily led to either full-scale involved in supporting youth disengagement from politics or a engagement and action and in widespread turn towards sub- offering opportunities for youth to cultural or postmodern activism. be involved in their communities. Instead, our research suggests According to data from the that these young people are Australian Bureau of Statistics disenchanted with traditional (2017), over half a million people politics that is unresponsive to aged 15–24 said they spent time their needs and interests, but that doing volunteer work in the 12 they remain interested in social months prior to the Census – a and political issues and continue figure that has continued to grow to seek recognition from the over recent Censuses (around political system. In this way, their 450,000 in 2011, and just under relationship to politics cannot be 395,000 in 2006). In their 2017

23 Taking action for change: Educating for youth civic engagement and activism

characterized as straightforward uuintentional effort to overcome apathetic disengagement. At the barriers where a lack of agency Challenges and barriers same time, their participatory and locus of control exists In their report Preventing Youth practices are not oriented Disengagement and Promoting uupositioning youth as co- towards spectacular anti-state Engagement, the Australian researchers, such as through activism or cultural politics Research Alliance for Children & Youth Participatory Action but take the form of informal, Youth (2008) identified several Research individualized and everyday barriers to engagement, including: uutaking a situational approach activities. uuracism and prejudice (Harris, Wyn, & Younis, 2010: 10) that recognizes the importance of context, as well as the ways uulanguage and cultural barriers A key argument stemming in which structural, historical uua lack of access to and availability from recognizing the sorts of and contextual factors impact of economic resources engagement and action young on the possibilities for youth people enact is that policy-makers, engagement and action. uua lack of available opportunities. educators and youth workers The Australian Infant, Child, need to work with the informal, Over the last ten years, a number Adolescent and Family Mental individualized and everyday of researchers have been interested Health Association (2008) activities many young Australians in whether new technologies highlighted similar factors, seem to prefer (Vromen & Collin, and digital/social media can be including: 2010), meaning that pedagogical harnessed by and for youth to practices are likely to be both enhance their engagement and uua lack of trust in decision-making diverse and diffuse. action in communities (Chen systems & Vromen, 2012; Kral, 2011). uuinsufficient resources Many commentators and agencies While there is some hesitation have focused on the positive about whether some use of new uua lack of confidence technologies (such as liking a practices involved in youth uua lack of efficacy engagement and action and tweet) actually constitutes genuine have identified certain features engagement, there is an important uua lack of time due to family and/ regarding what works in terms “newness” to the use of social media: or caring responsibilities of effective practice. While not uua lack of information and necessarily an exhaustive list, the While this is often seen as a opportunities. following is indicative of what “new” phenomena, social media might be viewed as good practice makes visible the types of active Related to these barriers is the and as central to pedagogies for audience behaviours once concern that the “community” and youth participation: difficult for elites to identify: the “communities” are contested and tendency for sociality and “cross complex spaces themselves. This uuthe availability, commitment talk” (i.e. “water cooler talk”), raises the questions of (i) what and knowledge of dedicated and audience “talk back” to precisely are the communities in professionals media. What is new is the extent which young Australians could, uua focus on young people’s to which this discussion is visible are, or indeed are not, engaging, strengths, hopes and potential to the public (providing greater and (ii) how young Australians access to it), and the digestion of uucelebrating successes and understand, value and (dis)trust this interaction (which allows for possibilities in addition to their communities. It may be, of quantification of it). Thus social identifying areas in need of course, that young Australians’ media is a new phenomena, but attention is not outside the range of human uuthe recognition and embracing responses to the media seen of the self-expression and throughout history. creativity of young people (Chen & Vromen, 2012: 3)

24 Taking action for change: Educating for youth civic engagement and activism

engagements in various REFERENCES communities result from their Australian Bureau of Statistics (2017) Fraillon, J., Gebhardt, E., Nixon, J., sense that those communities ‘2016 Census – A ‘Selfie’ of Young People Ockwell, L., Friedman, T., Robins, M., need to be challenged or changed in Australia’. [Online] & McAndrew, M. (2017) NAP Sample in some important way. Equally, http://www.abs.gov.au/ausstats/abs%40. Assessment Civics and Citizenship Report nsf/mediareleasesbyCatalogue Years 6 and 10. Australian Curriculum, a decision not to engage may be /AC02F0705E320F58CA25817 Assessment and Reporting Authority an active choice on the part of C00016A47?OpenDocument. Accessed 27 (ACARA) and Australian Council for young people. There are a number November 2018. Educational Research (ACER). [Online] http://nap.edu.au/docs/default-source/ of research studies available to Australian Curriculum, Assessment default-document-library/nap-cc-report- educators which explore the and Reporting Authority (2018a) 2016-final-081217.pdf?sfvrsn=0. Accessed participation and engagement of The Australian Curriculum: Learning 27 November 2018. marginalized youth in Australia Areas. [Online] https://www. australiancurriculum.edu.au/f-10- Harris, A., Wyn, J., & Younes, S. (see, for example, Black & Walsh, curriculum/learning-areas/. Accessed 27 (2010) ‘Beyond apathetic or activist 2015; Correa-Velez, Gifford, & November 2018. youth: ‘Ordinary’ young people and Barnett, 2010; Land, 2011; Pavlidis & contemporary forms of participation’, in Australian Curriculum, Assessment Baker, 2010). Young: Nordic Journal of Youth Research. 18 and Reporting Authority (2018b) The (1). 9–32. Australian Curriculum: Civics and Citizenship. https://www.australiancurriculum.edu. Kral, I. (2011) ‘Youth media as cultural au/f-10-curriculum/humanities-and-social- practice: Remote Indigenous youth Concluding thoughts sciences/civics-and-citizenship/rationale/. speaking out loud’, in Australian Aboriginal While there is general consensus in Accessed 09.01.2018. Studies. 1. 4–16. Australia that youth participation Australian Government (2010) National Land, C. (2011) ‘Decolonising activism/ is important for a healthy Strategy for Young Australians. http://www. deactivating colonialism’, in Action democracy and that formal and youthpolicy.org/national/Australia_2010_ Learning Action Research Journal. 17 (2). informal education play core roles National_Youth_Strategy.pdf. Accessed 47–68. 01.09.2016. in supporting youth participation, Lohmeyer, B. (2018) ‘Informal debates continue regarding the Black, R., & Walsh, L. (2015) ‘Educating educational infrastructure: Citizenship the Risky Citizen: Young People, formation, informal education and youth form, rationale and expression that Vulnerability and Schooling.’ In: K. Te work practice’, in A. Peterson, G. Stahl, & such participation does, can and Riele, & R. Gorur (Eds.) Interrogating H. Soong (Eds.) The Palgrave Handbook should take. As educators we need Conceptions of “Vulnerable Youth” in Theory, of Citizenship and Education. Basingstoke: to be aware of these debates and Policy and Practice. Rotterdam, The Palgrave. Netherlands: Sense Publishers. existing good practices, while also Ministerial Council for Employment, being attentive to the needs of Chen, P., & Vromen, A. (2012). Social Education, Training and Youth Affairs those with whom we work. Media, Youth Participation and Australian (2008) Melbourne Declaration on Elections AEC Electoral Research Educational Goals for Young Australians. Forum, Speakers Notes, November 2012. Canberra, ACT: MCEETYA. Sydney: Department of Government and Resource support International Relations and University of Bullot A., Cave, L., Fildes, J., Hall, S., & Sydney. Plummer, J. (2017) Mission Australia’s 2017 Various resources available for Youth Survey Report, Mission Australia. educators are provided in the Correa-Velez, I., Gifford, S. M., & Barnett, A. G. (2010) ‘Longing to belong: Social Pavlidis, A., & Baker, S. (2010) ‘Who concluding Resource List which aim inclusion and wellbeing among youth participates? Differing perceptions of to support the engagement and with refugee backgrounds in the first risk by young people and the impact action of young Australians within three years in Melbourne, Australia’, in on strategies for youth participation’, in Youth Studies Australia. 29 (1). 27–34. their communities. Social Science & Medicine. 1399–1408. Peterson, A., & Bentley, B. (2016) ‘A case for cautious optimism? Active citizenship and the Australian civics and citizenship curriculum.’ Asia Pacific Journal of Education, 1–13. Vromen, A., & Collin, P. (2010) ‘Everyday youth participation? Contrasting views from Australian policymakers and young people.’ Young, 18(1), 97–112.

25 Taking action for change: Educating for youth civic engagement and activism

2.1 Justice Citizens Keith Heggart, University of Technology Sydney ustice Citizens was a youth complex understandings of their oriented approach to citizenship participatory action research community and the role that they education. Students taking part projectJ undertaken among Year play within it. in the project reported higher 9 (15–16 years old) students at levels of individual and collective McCarthy Catholic College in Students selected a wide range of agency, as well as feeling more Western Sydney. The project topics including domestic violence, confident engaging with other sought to develop a model of road safety, environmental issues, stakeholder groups within their justice-oriented citizenship by drug and alcohol abuse, the school and the wider community. requiring students to examine treatment of Indigenous peoples, Of course, there are challenges issues in their local community that bullying and the status of refugees. to face, too: for example, finding were related to their understanding These films were then presented time in the crowded curriculum for of ‘justice’. Students began by at a council-funded film festival, a project that is seen as fringe by considering their own agency, and as part of the Magnetic Places some educators is a particularly the agency of other young people, grant. This became the stimulus intractable problem. as well as evaluating the success of for ongoing discussion between other projects. They then worked students and stakeholders in TO LEARN MORE: with community groups (including various areas, as well as a bridge environmental groups, community to increase student participation Course learning materials and handbooks via iTunes U https://itunes.apple.com/ groups, journalists and film- in various community groups and au/course/justice%C2%ADcitizens/ makers) to research and produce develop a social media profile. id590199414 short films about topics they felt Films prepared by students were important in Western Sydney. Justice Citizens built on young https://www.youtube.com/ people’s understandings of their watch?v=xQDaJmvzvsI The project was an effort to role as active citizens in their Refreshing critical pedagogy and develop a more maximal approach community, while also increasing citizenship education through the lens of to citizenship education than their critical literacy and their justice and complexity pedagogy the formal models present in agency within their communities https://www.researchgate.net/ publication/329419682_Refreshing_ Australian curriculum documents. by building social capital. Learning critical_pedagogy_and_citizenship_ Building on other, similar practices included student-led education_through_the_lens_of_justice_ programs, such as RuMAD, Justice learning, action-oriented learning and_complexity_pedagogy Citizens sought to develop a and participation in the public Civics and citizenship education: What critical, justice-oriented citizenship sphere, experiential education, the have we learned and what does it mean predicated on the notion that development of school–community for the future of Australian democracy? young people are ‘citizens in partnerships, critical literacy and https://www.researchgate.net/ publication/324011338_Civics_and_ action’ rather than ‘citizens advocacy for systemic change. citizenship_education_What_hav we_ in waiting’. It recognized that learned_and_what_does_it_mean_for_ young people are a variegated, The project was successful in the_future_of_Australian_democracy heterogenous group with its aim of developing a justice-

26 Taking action for change: Educating for youth civic engagement and activism

2.2 Richmond Emerging Aboriginal Leadership (REAL) program Lucas Walsh, Faculty of Education, Monash University he author acknowledges the assistance to schools, parents and from dominant, non-Indigenous work of co-researchers Peter community) based on leadership discourses and structures of Anderson,T David Zyngier, Venesser potential and good school “power holders”. Such notions Fernandez and Hongzhi Zhang in the attendance. could be patronizing and initial research from which this case- alienating to some Indigenous study is drawn. Experiential, active and place-based participants. Nevertheless, learning are delivered by KGI staff, research suggests that some This Australian program is delivered Indigenous facilitators, and young participants at least are aware of through a collaboration of the Young Indigenous alumni of the program. the racially- and gender-based Men’s Christian Association Victoria, Examples of activities include nature of dominant (white, male) the Korin Gamadgi Institute (KGI), traditional games and storytelling. power structures (Walsh, Zyngier, the Victorian Electoral Commission, Participants can develop skills in Fernandes, & Zhang, 2018b). and the Richmond Football Club. areas of interest such as multimedia, 2. An evaluation conducted by It recruits Aboriginal and Torres art, sport, music and dance; for Monash University recommended Strait Islander students aged 14–17 example, students can participate that the program could benefit to develop: a stronger sense of in workshops with artists to create from providing more practical cultural identity and an improved cultural art pieces. Peer and adult opportunities to develop political awareness of family connections mentoring is another feature of knowledge and literacy. The and Indigenous culture; a greater the program. Participants also gain program could also develop and understanding about the importance career knowledge from program extend more explicit opportunities of personal and community health, partners in employment and for activities to reinforce program the incidence of key health issues, education sectors. learnings between and after the and the actions that can be taken intensives (Walsh et al., 2016). improve personal health; a greater The intensives provide a basis understanding of the career and for participants to shape their TO LEARN MORE: personal development pathways identity as Indigenous Australians. REAL program website: https://www.kgi. available to them; and the agency to Participants value opportunities to org.au/programs/real-program/ participate in their community (e.g. socialize and network with peers through community events, clubs, and community members (such Walsh, L., Anderson, P., Zyngier, D., Fernandes, V., & Zhang, H. (2016). school programs and/or leadership as professional footballers), and Evaluation of the Richmond Emerging roles) as confident and proud to develop leadership skills. They Aboriginal Leadership (REAL) Program. community leaders. experience a strengthening of July 2016. Melbourne: Victorian Electoral self-belief, self-image, confidence, Commission and Richmond Football Club. https://www.vec.vic.gov.au/files/ The program is primarily delivered courage and pride in their culture. REALProjectFinalReport.pdf through four-day intensives conducted in a kind of a camp- Two challenging areas are notable. Walsh, L., Black, R., Zyngier, D., & Fernandes, V. M. (2018a). Harnessing student voice residential format during school 1. While the program focuses and leadership: a study of one Australian holidays. Other activities between on personal potential and Indigenous leadership program. Pedagogy, the intensives build on learning Culture and Society. https://doi.org/10.1080/14 empowerment and avoids and social networks developed 681366.2018.1502205 working from a deficit perspective during the intensives. Participants Walsh, L., Zyngier, D., Fernandes, V. M., & of Indigenous young people as “at are nominated either by their Zhang, H. (2018b). Engaged but ambivalent: risk”, the term “empowerment” teachers or by the Koorie Education A study of young Indigenous Australians, in the context of Indigenous and democratic citizenship. The Australian Officer (assigned by the Victorian young people is culturally laden Journal of Indigenous Education. https://doi. government state Department of with notions of power derived org/10.1017/jie.2017.41 Education and Training to provide

27 Taking action for change: Educating for youth civic engagement and activism

3 Educating for civic engagement in schools in Canada: A brief overview

xpressions of civic forms of teaching and learning were Mark Evans, Ontario engagement among youth in the norm. Not everyone, however, Institute for Studies in Canada have been moderate accepted the civic message of Education, University and varied, tempered historically schools during this time. Various of Toronto Ethrough a filter of personal and groups, including First Nations’ social responsibility and evident in peoples, Québecers, and trade Rosemary Evans, both formal and less formal (non- unions often voiced concerns. Principal, University of electoral) political activities. Youth civic engagement in the early part of Shifting circumstances and Toronto Schools the 20th century was closely linked emerging issues during the to encouraging and supporting second half of the 20th century Angela Vemic, Ontario nation-building, social and political (e.g. growing American influence Institute for Studies in initiation and, outside Québec, over the Canadian economy, Education, University reflected a pro-British assimilationist expanding ethno-cultural diversity, of Toronto orientation. Expressions of youth Quiet Revolution in Québec, First civic engagement often occurred Nations land claims) prompted outside schools in organizations a renewed interest in citizenship like Boy Scouts and Girl Guides and civic learning across Canada. and through church affiliations. Various legislation passed during Civic learning in schools, associated this period (e.g. Royal Commission primarily with Social Studies and on Bilingualism and Biculturalism History education, tended to focus 1963–69, the Constitutional Act and on knowing about formal civic the Canadian Charter of Rights structures and processes and civic and Freedoms 1982, and the duty needed to be ‘productive’ Canadian Multicultural Act 1988), in members of the newly emerging particular, helped broaden notions Canadian society. More directive of citizenship, with increasing attention to such themes as cultural diversity, regional perspectives, human rights, civic conflict, and democratic engagement. While university campuses across Canada experienced heightened levels of protest and conflict (e.g. rallies, sit- ins) for a brief period during the late 1960s and early 1970s, expressions of civic engagement among youth remained modest.

The rhetoric of civic learning in formal provincial and territorial curricula (education is the responsibility of provincial and territorial governments operating

28 Taking action for change: Educating for youth civic engagement and activism

within a federal system in Canada; engaging in civic matters (Chareka the nuanced nature of youth civic there is no national curriculum) & Sears, 2006; Hughes & Sears, engagement and highlighted during this period began to reflect 2008; Llewellyn, Cook, & Molina, interconnections between civic this broadened civic mandate, 2010; Llewellyn & Westheimer, engagement and other dimensions constituting what Osborne (1996) 2009). On the one hand, concerns of civic learning linked to social referred to as “the beginning of a were raised about decreasing identities and Indigeneity trend” and “a new conception of levels of engagement among education, issues of social justice, citizenship education” (p. 52). youth in formal political activities students’ lived experiences and Results from the Report of the (e.g. voting and membership in concerns, learning practices, and Commission on Canadian Studies, a political parties). On the other in some instances, transnational To Know Ourselves (1975) led to the hand, increasing levels of youth considerations (Bickmore, 2014; development of new ‘Canadian engagement were being reported Ho, Clarke & Dougherty, 2015; Peck, Studies’ curricula, creating more in what might be referred to as Thompson, Chareka, Joshee, & opportunities to explore Canada’s informal or non-electoral political Sears, 2010). expanding cultural diversity, the activities in areas related to social complexities of French–English justice, enhanced by the spread Broadened notions of citizenship relations and Canadian–American and deepening of social media and civic learning, building on relations, and Canada’s emerging platforms (e.g. anti-racist initiatives, more traditional understandings, role in a global community in environment, Indigenous peoples’ became more evident in provincial schools. Educating for civic concerns, LGBTQ rights, access and territorial curriculum policy engagement was gaining attention to higher education). Turcotte’s reforms. Civic engagement as as a curricular goal, although (2015) study, for example, noted a learning goal became more implementation remained that while younger people (15–24) visible in various subject areas, embryonic. While expressions of in Canada have been less likely to cross-curricular policy documents youth civic engagement continued vote than older individuals during (related to such areas as character to occur outside schools, engaging in the past decade, “these trends education, equity education, civic matters in schooling contexts in electoral political engagement sustainability education), and day- usually meant the promotion of conceal a relatively high degree to-day school-based governance, increased awareness of aspects of engagement in other (non- discipline, and community service of participation related to formal electoral) activities” (p. 11) guidelines (Llewellyn, Cook, politics (e.g. voting, joining a including volunteering, engaging in Westheimer, Giron, & Suurtamm, political party) and the possibility community projects, and/or joining 2007; Sears, 2004). In Ontario, for of some minor form of involvement various community groups and/ example, a Citizenship Education in school governance (e.g. student or NGO organizations operating Framework was introduced in 2013 councils) (Broom, 2016; McLean, outside formal politics. to provide general curriculum Bergen, Thruong-White, Rottmann, & guidance (K-12) to “bring citizenship Glithero, 2017). Attention to citizenship, civic education to life, not only in Social learning, and civic engagement Studies, History, and Geography, in schooling contexts became but in many other subjects as well” More recent developments increasingly evident in spheres of (The Ontario Ministry of Education, From the late 1990s onwards, a Canadian educational research, 2013, p. 10). This deepening variety of internal and external provincial and territorial curriculum attention to civic engagement pressures (e.g. globalization, issues policy reforms, and pedagogical became evident in broader of inclusion and exclusion, the Truth practice. Contrasting conceptions system-wide policy documents and Reconciliation Commission of citizenship education (e.g. as well (e.g. Achieving Excellence: of Canada) prompted further Osborne, 2001; Sears, 1996; A Renewed Vision for Education conversations about citizenship Westheimer & Kahne, 2004) and in Ontario, Ontario Ministry of and civic learning in Canada. A underlying assumptions in relation Education, 2014) where creating variety of studies began to report to curriculum goals and teaching “actively engaged citizens” (p. 1) important shifts in, and concerns and learning practices received was identified as a fundamental about, how young Canadians were increasing attention (Westheimer, purpose of Ontario’s schools. 2008, p. 9). Various studies noted

29 Taking action for change: Educating for youth civic engagement and activism

Educational activism: Resources for also reveal a shift of emphasis, Increasing attention change (2009), and the Global from a focus on personal and social to pedagogical Ideas Institute at the Munk School responsibility and formal political considerations of Global Affairs and Public Policy structures and processes as they Various classroom, schoolwide, provide examples of some of are towards more active and critical community-based, and online this work. Support has also been expressions of engagement of what learning ideas and resources to provided in the form of professional could be, through the deliberation of strengthen civic engagement learning opportunities available public issues and consideration of learning experiences (e.g. public through teacher federations, less formal, participatory expressions issue/action projects, town council provincial subject councils (e.g. of engagement. simulations, peace-building Alberta Teachers’ Association Social programs, and online international Studies Council, First Nations, It should be reiterated, however, linkages) were developed, often Métis & Inuit Education Council, that considerable variability and with the intent to assist students Ontario History and Social Science fragmentation remain in relation to to become better informed about Teachers’ Association), professional educating for civic engagement in current civic themes and issues and organizations (e.g. CIVIX Citizenship schools across Canada. Pedagogical to build their capacities for inquiry Education Resources, Facing History practices continue to be largely and engagement. Inquiry-oriented, and Ourselves: Canada, the History linked to increased awareness of interactive, and inclusive teaching Education Network/Histoire et civic structures and processes, civic and learning considerations éducation en réseau (THEN/HiER), responsibility, minimal forms of focusing on everyday civic issues Imagine Action: The Canadian engagement in school governance and questions of social justice were Human Rights Toolkit, the Media (e.g. student council), and community gaining attention and becoming Awareness Network, Samara Centre service (which may or may not gradually more evident in the for Democracy), various government enhance participation of civic design of these school-based departments (e.g. Elections Canada: engagement). Where real-life civic learning experiences. (Bickmore, Elections and Democracy, Library engagement experiences are infused, 2014; Evans, 2008; Llewellyn, Cook, of Parliament’s Teachers’ Institute there is a tendency towards what & Molina, 2010; Molina-Girón, on Parliamentary Democracy), and Wood et al. (2018) refer to as ‘safe’ 2013; Sears, 2004). Important education divisions of local and and ‘acceptable’ forms of civic action pedagogical work to support civic national media organizations. rather than ‘justice-oriented’ forms engagement learning in less formal of active citizenship which challenge schooling contexts became more Three examples of promising the status quo (Wood, Taylor, Atkins, noticeable. A large number and pedagogical work in Canada, & Johnston). Too often, teaching and variety of organizations developed showcased at the end of this chapter, learning experiences associated with various opportunities for civic include: 3.1 the Toronto District civic engagement tend to remain engagement learning and resource School Board and Taking IT Global’s transmission-oriented and passive. support (e.g. Leave Out Violence Education for Social Innovation: Everywhere; the Newcomer Youth Inquiries into global citizenship, Civic Engagement Project; Studio environmental stewardship and Challenges arising Y Youth Impact Summit; UNICEF student voice; 3.2 Maximum City; for educators and 3.3 the Youth Reconciliation Canada: Global Classroom; the Recent studies have increasingly Initiative, Canadian Roots Exchange. Youth Research Lab at the Centre noted the nuanced nature of youth These examples illustrate varying for Urban Schooling, OISE). civic engagement and a variety approaches to civic engagement of challenges facing educators teaching and learning in formal Assorted textbooks, media sources, considering the inclusion of and less formal contexts. Inquiry, and educators’ guides supporting meaningful civic engagement collaboration, attention to real-life this more ‘active’ direction have learning experiences in their day-to- civic issues, and responsiveness become available. Toronto District day work (Broom, 2016; Ho, Clarke, to learner diversity, are some School Board and Taking IT Global’s & Dougherty, 2015). Some of these of the important pedagogical Education for Social Innovation challenges include: initiative, Chen and Goodreau’s considerations interwoven throughout these practices. They

30 Taking action for change: Educating for youth civic engagement and activism

uuTeaching and learning practices patterns of discipline, conflict Evans, M. (2006). Educating for citizenship: – including assessment and management, school councils, and What teachers say and what teachers do. Canadian Journal of Education, 29 (2), pp. evaluation – associated with community service programming 410–435. the critical purposes of civic (Bickmore, 2014). engagement learning are Evans, M. (2008). Citizenship education, uuA privileging of certain kinds of pedagogy, and school contexts. In Arthur, complicated. Educators report knowledge is evident. There is a J., Davies, I., & Hahn, C. (Eds.) International concerns about their own tendency for learning intentions Handbook of Citizenship and Democracy preparedness, suggesting a serious (519–532). London: SAGE Publications Ltd. associated with civic engagement need for effective professional that intersect with such Evans, M., Evans, R., & Vemic, A. (2019). learning opportunities and Youth Civic Engagement and Formal themes as identity, power, and resource support that address Education in Canada: Shifting Expressions, controversial issues to be given these pedagogical complexities. Associated Challenges. In A. Peterson, less priority in practice (Evans, G. Stahl, & H. Soong (Eds.) The Palgrave uuProvincial policy guidance is 2006; Kennelly, 2009). Handbook of Citizenship and Education. Palgrave Macmillan, Cham. often strong in rhetoric yet uuCivic learning experiences tend vague in terms of what goals Ho, E., Clarke, A., & Dougherty, I. to be less responsive to students’ are to be given priority and/or (2015). Youth-led social change: Topics, differing identity affiliations engagement types, organizational types, what depth of coverage is (e.g. race, class, culture, gender, strategies, and impacts. Futures, 67, 52–62. expected. Educators are left with religion, region), signalling uncertainty and difficult decisions Hughes, A., & Sears, A. (2008). The variable and inequitable learning struggle for citizenship education in about types of civic learning to be experiences (Kennelly & Llewellyn, Canada: The centre cannot hold. In experienced, highlighting the need J. Arthur, I. Davies, & C. Hahn (Eds.) 2011; Peck et al., 2010). for clear, carefully designed and International Handbook of Citizenship and communicated policy. uuThese challenges are further Democracy (124–139). London: SAGE Publications Ltd. exacerbated by a variety uuLearning about and having of factors associated with Kennelly, J. (2009). Good citizen/bad opportunities to practise civic educational change (e.g. activist: The cultural role of the state in engagement can be very youth activism. The Review of Education, inadequate financial/resource controversial. Educators are Pedagogy, and Cultural Studies, 31 (2-3), support, hierarchical nature of 127–149. concerned about the broader formal education) that can either implications in terms of how, for Kennelly, J., & Llewellyn, K. (2011). mobilize or inhibit steps towards example, colleagues, parents and Educating for active compliance: Discursive more participatory expressions of constructions in citizenship education. community members will respond. engagement for all students and Citizenship Studies, 15 (6-7), 897–914. uuCivic engagement learning that may help explain why it is Llewellyn, K.R., Cook, S., & Molina, L. experiences are often associated so hard to move away from more (2010). Civic Learning: Moving from the with ‘good’ behaviour and ‘traditional’ pedagogical practices apolitical to the socially just, Journal of Curriculum Studies, 42 (6), 1–22. undertones of harmony-building (Evans, Evans, & Vemic, 2019). (e.g. cleaning up parks, assisting Llewellyn, K., Cook, S., Westheimer, J., the elderly), distanced from Giron, L.A., & Suurtamm, K. (2007). The REFERENCES state and potential of civic learning in seemingly inappropriate forms of Bickmore, K. (2014). Citizenship education Canada. Charting the course for youth civic active citizenship which challenge in Canada: “Democratic” engagement with and political participation. CPRN Research existing circumstances (Chareka differences, conflicts and equity issues? Report. Canadian Policy Research & Sears, 2006; Kennelly, 2009; Citizenship Teaching and Learning, 9 (3), Networks. Llewellyn, Cook, Westheimer, 257–278. Llewellyn, K., & Westheimer, J. (2009). Giron, & Suurtamm, 2007; Tupper Broom, Catherine (2016). Exploring youth Beyond facts and acts: The implications & Cappello, 2012). civic engagement and disengagement of ‘ordinary politics’ for youth political in Canada, Journal of International Social engagement. Citizenship Teaching and uuThere is often little attention Studies, 6 (1), 4–22. Learning, 5(2), 50–61. to, or consideration of, how Chareka, O., & Sears, A. (2006). Civic Duty: McLean, L., Bergen, J., Thruong-White, H., school-based citizenship Young People’s Conceptions of Voting as a Rottmann, J., & Glithero, L. (2017). Far from learning opportunities implicitly Means of Political Participation. Canadian apathetic: Canadian youth identify the Journal of Education, 29 (2), 521–540. supports they need to speak about and act communicate citizenship on issues. Citizenship Teaching and Learning, expectations in the form of 12 (1), 91–107.

31 Taking action for change: Educating for youth civic engagement and activism

Molina-Girón, L. (2013). How do schools educate students to be active citizens? 3.1 A Case Study of Citizenship education Education for in Canada. Multidisciplinary Journal of Educational Research, 3 (3), 296–326. Social Innovation: Osborne, K. (2001). Democracy, democratic citizenship, and education. In Inquiries into Portelli, J. P. Solomon, R. P. The erosion of democracy in education (29–61). Calgary: global citizenship, Detselig Enterprises. environmental Osborne, K. (1996). Education is the best national insurance: Citizenship education stewardship and in Canadian schools, past and present. Canadian and International Education, 25 (2) student voice 33–58. Peck, C., Thompson, L., Chareka, O., Shirley Chan, Superintendent Joshee, R., & Sears, A. (2010). From getting along to democratic engagement: Moving of Education, Toronto District toward deep diversity in citizenship School Board education, Citizenship Teaching and Learning, 6 (1), 61–75. Tim Sullivan, Centrally Sears, A. (1996). Something different Assigned Principal, Toronto to everyone: Conceptions of citizenship and citizenship education. Canadian and District School Board International Education, 25 (2), 1–15. Sears, A. (2004). In search of good citizens: Janis Castle Jones, K-12 Citizenship education and Social Studies Learning Coach, Toronto in Canada. In A. Sears and I. Wright (Eds.) Challenges and Prospects in Canadian District School Board Social Studies (90–106). Vancouver: Pacific Education Press. Abhi Arulanantham, Teacher, Tupper, J., & Cappello, M. (2012). (Re) Tredway Woodsworth P. S., Creating citizens: Saskatchewan high school students’ understanding of the Toronto District School Board ‘good’ citizen. Journal of Curriculum Studies, 44 (1), 37–60. n 2014 the Toronto District School Board (TDSB), Turcotte, M. (October, 2015). Political in partnership with Taking IT Global (TIG) participation and civic engagement and funded by Ontario’s Ministry of Economic of youth. Statistics Canada. Minister of I Industry: Ottawa, ON. Development, Employment, and Infrastructure and Cisco Foundation, introduced a new and Westheimer, J. (2008). What Kind innovative learning initiative, Education for Social of Citizen? Democratic Dialogues in Education. Education Canada, 48 (3), 6–10. Innovation. General areas of inquiry included global citizenship, environmental stewardship and Westheimer, J., & Kahne, J. (2004) What student voice. The initiative aimed to assist young kind of citizen? The politics of educating for democracy, American Educational learners to investigate and engage with questions Research Journal, 41 (2), 237–269. and issues of local and global significance, develop Wood, B., Taylor, R., Atkins, R., & Johnston, their skills of inquiry, and introduce them to a M. (2018). Pedagogies for active variety of forms of active problem-solving and citizenship: Learning through affective and civic engagement. In addition, the initiative cognitive domains for deeper democratic aimed to assist educators to deepen their own engagement. Teaching and Teacher Education, 75, 259–267. understandings of ways to support students in using different modes of project-based learning and applying new technologies to support and document student learning through a blended professional learning course.

32 Taking action for change: Educating for youth civic engagement and activism

Over 1,770 K-12 students and 118 teachers and students using Areas of challenge included finding teachers and administrators from e-technology to collaborate, learn, time for students to reflect on the 29 schools have been involved and work. Teachers and students process and to redesign their work. since the introduction of the have also had the opportunity to This led to educators’ collaborating initiative, working together on share the results of their inquiries to find brief, yet meaningful ways a variety of social innovation and engagement projects through for students to reflect on their investigations. Educators and Information Fairs. work, often using technology as administrators have had the a tool. Educators also found it opportunity to collaborate Assessment data collected challenging to assess the process face to face and online to: co- throughout the processes of of learning and the final products. develop classroom-based social inquiry revealed deepened student To support this process, educators innovation inquiry project(s) skills of inquiry and a wider collectively delved into research with students on issues of local understanding of forms of civic on assessment throughout the and/or global significance while engagement. Assessment data also various stages of inquiry. An meeting curriculum expectations; suggested an empathy for others, exciting extension of this initiative gain experience with ideation and a willingness to collaborate has been the development of a and design-thinking pedagogy with peers and critically apply two week ‘Sprout Ideas Camp’ that to further unleash collaborative their learning in order to develop took place at OCAD University inquiry and problem-solving with solutions and actively engage Inclusive Design Institute. their students; engage with key with local and world issues Participants had the opportunity technologies behind authentic, through their investigations. Data to create an ‘App to Change the humanizing approaches to social collected also revealed increased World’. Students worked in small innovation to empower students as use of technology by students teams with a teacher mentor learners and leaders; understand to support learning, thinking, and the support of industry and apply tools of pedagogical and documentation, with the experts who coached participants documentation to support learning support of their teachers who on everything from game outcomes by making learning were engaged in designing rich development to graphic design. visible; and learn how to develop problem-based learning processes. and maintain partnerships to Allowing the students to define a TO LEARN MORE: extend the classroom to the purpose as well as the intended community and beyond. audience was instrumental Taking It Global and Toronto District School Board: Education for Social in creating increased student Innovation (2015, 2016, 2017) Students, with the guidance of engagement. https://www.youtube.com/ their teachers, have investigated watch?v=P1yTuXhTrAs a range of local and global issues The project has provided multiple https://www.youtube.com/ watch?v=8HOFcOii--I opportunities for teachers and have developed a pitch for https://www.youtube.com/ their solution. Social innovation and administrators to expand watch?v=AZURS_eqgfg projects, aligned with different their leadership capacity. All TakingITGlobal (2015). Education for curriculum expectations across participants were encouraged to Social Innovation. different subject areas, have take intellectual risks which were https://panorama.tigweb.org/TIGstaff/ focused on such themes as modelled throughout. Professional education-for-social-innovation creating prototypes for accessible learning practices have included Toronto District Board Classroom Social playgrounds, designing models professional reading, dialogue, Innovation Sample Projects to protect villages from natural co-facilitation, and reflections https://www.tigweb.org/tiged/projects/ disaster, developing a film festival within their sessions as well about immigration issues, having as on online forums. From the a poetry café about endangered perspective of one administrator, animals, and implementing a the project touched on almost all Water Day to educate others domains of the Ontario Leadership about conservation. Central to Framework (OLF, 2013) but in the learning has been the co- particular, Building Relationships construction of learning between and Developing People.

33 Taking action for change: Educating for youth civic engagement and activism

3.2 Maximum City Josh Fullan, Languages Department, University of Toronto Schools aximum City is an At Sterling Hall, this meant looking speed limit on a nearby street organization dedicated at local streets and how they from 50 to 40 km an hour. Mto working with schools, were performing for different age Students now see this difference governments and communities groups and users, such as drivers, they have made in their local to learn and live in better cities. cyclists, pedestrians, and students community on a fixed street It began in August 2011 as a at another nearby school. Through sign every time they pass it on pilot project at the University of site visits, direct instruction of their route to school, and have Toronto Schools, an independent some best practices by experts, organized annual clean-up days school affiliated with the community interviews, observation to address the litter problem they University of Toronto, to engage and data collection, students identified in their research. In students in hands-on experiences identified problems on a nearby 2018, students refined their ideas in sustainable urban design and stretch of formerly industrial road and prototypes by incorporating meaningful civic action. Maximum that they thought they could feedback from consultations they City now works with schools solve. Next, they followed a design conducted with students from and communities in Canada challenge process to generate a nearby Adult Learning Centre, and internationally to deliver prototypes that addressed parts and with community members deep learning experiences for of the broader problem they and local business owners. In youth of all ages to collaborate identified – a street whose form no 2019, in partnership with City on the world’s most pressing longer matched its function – by of Toronto staff, students will urban problems through design modelling wider sidewalks, safer actually implement their street challenges, neighbourhood connections, trees, garbage cans, improvement ideas for a pilot interventions, the YouthScore, and and spaces for play and public art. period in order to determine the Global Urban Citizens program. Students then pitched their ideas which improvements could be to professionals and decision- made permanently to the street. Since 2016, for example, makers at the municipal level, This is where civic learning Maximum City has been working including local city planners and becomes civic action. with Sterling Hall School, a K-8 the city councillor responsible for school in northern Toronto, on the area. The secret of turning classroom hands-on design challenges to learning into meaningful civic investigate and improve the Students are not only deeply action in this case was to focus local neighbourhood based on engaged and invested in this on a hyper-local problem that criteria identified by students work because it means something students themselves identified as through observation, inquiry and concrete to their daily lives and solvable, follow a rigorous design data collection. As with all of our has the potential to measurably challenge process that respected school collaborations, the goals improve the quality of life in the specific school context, and of the teaching and learning their community, but they also conscript all the right players into experience at Sterling Hall are for have proven to be powerful and the process: school, community, students to first strengthen their compelling problem-solvers. The parents, businesses, politicians, sense of place, then generate design challenge process around and city planners. The challenges actionable ideas to improve their a local problem taps into young encountered along the way were school neighbourhood by linking people’s sense of purpose and insignificant in the face of the classroom learning to real-life inclination to improve the world students’ enthusiasm and collective city-building initiatives, and in the around them. In 2017, based in persistence to make a difference. process gain skills and knowledge part on the engagement and they can use to move their advocacy of students at Sterling TO LEARN MORE: learning and ideas forward into Hall, the local city councillor civic action. moved a motion to reduce the https://maximumcity.ca/

34 Taking action for change: Educating for youth civic engagement and activism

3.3 Youth Reconciliation Initiative, Canadian Roots Exchange Saima Butt, National Programs Manager, Canadian Roots Exchange anadian Roots Exchange participants are connected to of guilt and blame, and then (CRE) is a national youth- Indigenous leaders, Elders and recognize that ‘the obligation for Cled organization that delivers Knowledge Keepers from across decolonization rests on all of us’ reconciliation-based programming, the country (examples include: (Walia, 2012, p. 250) who share in with an exclusive mandate to Treaties workshops, Medicine one way or another in the legacies engage young people of both teachings and storytelling, and of colonialism and other structures Indigenous and non-Indigenous Two-spirit sharing circle and hand of oppression” (Chovanec et al, backgrounds to play leading roles drumming). Participants are also 2015, p. 60). in advancing reconciliation and given practical skills that will solidarity in Canada. Over the support them in and outside their A challenge within this project past ten years, Canadian Roots participation in the YRI such as: is the dual nature of such work, Exchange has worked on engaging media relations, public speaking, that is, navigating the location young people from urban, rural and budgeting, facilitation skills, and needs of Indigenous youth in remote communities in youth-led, community outreach, networking, reconciliation while at the same transformative, experiential learning conflict resolution, the processes of time making space for settler programs. CRE believes youth reconciliation and decolonization, and newcomer voices within the play a lead role in strengthening Indigenous histories, and project. As the program continues intergenerational relations and contemporary issues facing First to grow – from 18 Youth Leaders redefining existing relationships Nations, Inuit, Métis and other in 2012 to 57 in 2018 – how do we between the diverse peoples of diverse communities in Canada. maintain a sense of community? this land. From coast to coast to CRE has begun to offer Indigenous- coast, CRE brings together teams Youth teams are provided with only spaces within the training of Indigenous and non-Indigenous the necessary support, confidence and also discussions on solidarity youth to break down stereotypes and resources to help them start and allyship for Non-Indigenous that divide communities. organizing activities in their Leaders to understand their role communities. Teams develop a in/within reconciliation. This The Youth Reconciliation Initiative work plan to guide their work intentional space has allowed for (YRI), one of the initiatives and effectively engage youth the complexity of experiences and undertaken by CRE, has been in their regions. With a goal of voices within the wider movement placing youth at the forefront of bringing communities together of Reconciliation. reconciliation work since 2012. and sharing stories beyond The YRI builds the capacity of specific communities, teams will TO LEARN MORE: Indigenous and non-Indigenous be encouraged to use different youth to envision and realize their approaches which involve video, www.canadianroots.ca and on social media @CdnRoots own versions of reconciliation at spoken word, presentations, role local, regional, and national levels. plays, theatre and recreation. Chovanec D. M., Gordon N., Underwood M., Butt S., & Díaz R. S. (2015). Solidarity CRE now supports YRI teams in 15 Movements and Decolonization. In communities from coast to coast CRE centers participant knowledge A. A. Abdi, L. Shultz, & T. Pillay (Eds.) to coast. Around 60% of the YRI within a pedagogical approach, Decolonizing Global Citizenship Education participants are Indigenous youth understanding that in building (p. 60). Rotterdam: Sense Publishers. from all experiences (rural, urban, relations, and “[f]or solidarity to Walia, H. (2012). Moving beyond a reserve, etc.). be truly decolonizing, we must politics of solidarity to a practice of first interrogate our own location decolonization. In E. Shragge, J. Hanley, & A. A. Choudry (Eds.) Organize!: Building Each year, CRE hosts a week-long in the narrative of colonization from the local for global justice (pp. 240– national training retreat where without getting mired in cycles 253). Toronto, ON: Between the Lines.

35 Taking action for change: Educating for youth civic engagement and activism

4 England: Policy and practice for understanding and engagement

elping all people to status. This does not mean of Ian Davies, understand contemporary course that students and others University of York society, to develop the are not supposed to understand skills to take part and to celebrate and engage in society. There is no Hthe dispositions that enhance choice about whether or not we an inclusive, vibrant democracy prepare people for society. That is is a vital part of education the central purpose of school. The and schooling in England. The choice is whether we do it explicitly intellectual challenge, the social and professionally, or leave it to purpose and the opportunities circumstances which are driven by a for individual creativity are all highly politically biased and partial potentially connected with account of the nature of society. the need for linkages to be made between education The current educational context and engagement. in England is hard to describe in simple and clear terms. Since 2010 However, much of the history of major reforms have been enacted education in England – as well as generally across society. The the contemporary situation – is financial crash of 2008 has been characterized by neglect of civic given as the reason for responses education (Weinberg & Flinders, to crises involving significant 2018). A series of challenges have reductions in public spending. been offered as explanations for There have been reforms of the why civic education cannot – and National Health Service, referenda according to some, should never on independence for Scotland – be developed explicitly (Kerr, (which was not carried) and on 2001). Contradictory explanations withdrawal from the European are presented for this negative Union (EU). The discussions about position: the field is too complex membership of the EU have or too simple to warrant attention; had a paralysing effect on what the school should not interfere in seems to be a divided country. sensitive matters which are the In education, policies that were preserve of parents and carers, designed to account for exceptional or parents and carers as non- circumstances (such as the professionals should not interfere formation of Academy schools with schooling; or the school as a which would be allowed to have non-democratic institution could greater autonomy than others) not offer the sorts of ‘progressive’ have become the norm. University experiences that are necessary. fees which were introduced as Powerful established forces which allowing for a relatively small depend on ‘proper’ subjects such contribution to be made by those as History and English mean that who would gain relative to others civics or citizenship education through increased earnings as is not regarded as being high graduates, became very expensive

36 Taking action for change: Educating for youth civic engagement and activism

(currently £9,250 per year for social autonomy for individual schools, on current issues and a proclivity sciences undergraduate students the highlighting of the preference to action. Cultural emphases and much more for certain sciences for individual enterprise. (whether it was on a politically and for overseas students). The focused anti-racism, a commitment drive towards greater autonomy to multicultural education or global has meant the decline in power Teaching and learning education) were attractive to of elected local authorities (pedagogical) activities teachers in the 1980s. By the early and university departments of 1990s official policy was focusing education and in effect the demise and approaches on citizenship education which of the National Curriculum for When explicit and professional was largely about attempting to most students (most schools are attempts have been made to ensure that young people realized now Academies which can follow educate people in schools about their ‘voluntary obligations’ (in their own curricular path). In and for contemporary society, other words, while the government education, there is a funding crisis, there have been different knew that it could not force a teacher shortage and heightened perspectives in evidence. people to take responsibility central control through the school Historically, civics, in the form of for others, it wanted action in inspection service, Ofsted. The information about institutions a context in which the welfare nature of what people are being and constitutions, was offered society was being withdrawn, educated for in this context to high status students as future and a neo-liberal enterprising and seems clear. There has been a leaders and as reminders about the ‘responsible’ individualism would strengthening of accountability to rules to low status students who be implemented) (Davies, 1999). central government, greater focus would be expected to leave school In 1998 a significant shift occurred on a reduced number of success and take up roles as followers. with the publication of the Crick indicators (principally academic Political literacy programmes were Report (DfEE/QCA, 1998). There exam results) and, through more highlighted in the 1970s, focusing was now a communitarian-inspired

37 Taking action for change: Educating for youth civic engagement and activism

approach to teaching people about of professional commitment to this provides value for money. There are society in which three aspects area, bemoaned the fact that now an increasing number of initiatives were emphasized: social and little is known in any systematic way associated with character education moral responsibility; community about what schools are doing for often supported by the government. involvement; and political literacy. citizenship education.

As a National Curriculum subject, Although not part of the Some of the more citizenship education has gone National Curriculum, there has specific challenges through various formulations. Up to been a strengthening in official 2013, on the basis of a significant commitment to character arising for educators longitudinal research project (see education. This means there is now The research and development Kerr, Keating, Benton, Lopes, & an emphasis on “a moral concept work that has explored education Mundy, 2010) and policy initiatives of character in order to explore about and for participation that emerged from recognizing the the importance of virtue for public in England has shown some need to strengthen the emphasis and professional life” (see www. very clear messages. Generally, on diversity (see especially the jubileecentre.ac.uk/355/about). citizenship education in the Ajegbo Report, DfES 2007), Morality, of course, is essentially National Curriculum has been citizenship education focused on key connected to understanding and successful in helping young people concepts (rights and responsibilities; participation in contemporary to understand ideas, develop democracy and justice; identities society, but we are witnessing a their skills and increase the and diversity) and key processes very different approach to that likelihood of their participation. (critical thinking; advocacy and offered by Crick and his colleagues That approach to citizenship representation; informed and (Kisby, 2017). education is of a particular type. responsible participation). The Although (of course) knowledge version of the National Curriculum Beyond schools there is (as always) and understanding are vital for which is currently in force, however, a vast amount of work relevant promoting engagement, we know is very different from that earlier to helping people understand that educational programmes framework. It now focuses on civics and participate in society. A large that emphasize the significance (information about government number of NGOs are active. Just as of information about political and the legal system); a disposition one example, Oxfam’s resources systems tend to be unsuccessful. to volunteer; and personal money (e.g. https://www.oxfam.org.uk/ We also know that programmes management. Given the decline education/who-we-are/global- that are heavily reliant on particular of associated teacher training citizenship-guides) are widely used. controversial issues may have programmes and other support There is a very active professional the effect of disempowering mechanisms it is not surprising body, the Association for Citizenship young people who come to feel that a recent House of Lords select Teaching (see https://www. overwhelmed by a seemingly committee (House of Lords, 2018) teachingcitizenship.org.uk/). There endless series of disconnected, when calling for the enhancement is a major government-led initiative intractable problems (Crick, 2000). to help young people engage in It seems appropriate in light of society. It aims to help 15–17-year- research and inspection evidence olds build confidence and self-belief to recommend the development of so they can “take on anything in conceptually-based programmes of life”. The title (National Citizen citizenship education, as confirmed Service, https://www.ncsyes.co.uk/) by Ofsted, research bodies such suggests to some that the initiative as the National Foundation encourages engagement and skill of Educational Research and development but not necessarily respected individual researchers a critical approach; the level of (e.g. Whiteley, 2012). Nevertheless, take-up by young people has been there are still significant challenges far lower than that aimed for by that remain, including for example the government; and there have relatively under-developed work been questions about whether it regarding assessment.

38 Taking action for change: Educating for youth civic engagement and activism

and positive; freedom from and uuExplicit and professionally-based Resource support and freedom to; human rights and civil development of educational professional learning liberties; legitimate authority and programmes and encounters initiatives underway so on) in discussion of a housing is needed if we are to avoid Given the preference stated estate where a group of local self- unintended negative outcomes. appointed adults (the Cherry Lea above for conceptually-based uuThere are choices about how Angels) decide to restrict young programmes, it is necessary to we decide to focus educational people in order to strengthen illustrate what such work looks like. programmes (political literacy, law and order. An assessment Huddleston’s (2004) publication multicultural education, global framework would relate to the for teachers and students is worth education, human rights and students’ ability to understand re-visiting. This “starts from the so on). We need to develop (critical thinking), speak (advocacy premise that politics is essentially educational work consciously and representation) and act controversial and that in order rather than accidentally. to understand political issues, (informed and responsible uuA conceptually-based young people need to be familiar participation). programme is likely to be more with the beliefs and values that effective than information- or lie behind them. They also need There are many examples of issues-based programmes. to be familiar with the vocabulary textbooks and other learning in which political thought and resources from many commercial uuWe need to focus on critical argument take place” (p. iv). Each publishers (e.g. Fiehn & Fiehn, thinking, the ability to speak and teaching unit is mapped against 2014). There are many the ability to act (and reflect on particular concepts and themes are organizations and initiatives that those actions). explored. Within that fundamental could usefully be explored and conceptual map, students are various resources are available The sample practices provided encouraged to: for educators to support the below illustrate good practice engagement and action of young that currently exists in England. uuthink about and research topical people within their communities. There are two secondary school political issues examples: (4.1) global human rights uuanalyse political information In summary, the review of and engagement in a variety of from different sources initiatives and developments over forms through establishing an the past 60 years or so in England Amnesty International school uuexpress, justify and defend tend to suggest the following group, and (4.2) preparing personal opinions orally and in points which are relevant for students to participate in a writing teaching and learning about and mock referendum on Britain’s uucontribute to group and for democratic participation: membership of the European exploratory discussions uuUnderstanding, skills and Union. We also present (4.3) uuconsider other people’s dispositions about and for an example from the UK- experiences and evaluate views democratic participation are based organization Voluntary that are not their own. always a key part of education Service Overseas (https://www. within and beyond schools and vsointernational.org) in which Lessons are taught in a series universities. young people can become agents of about three or four classes of change to mobilize to address uuThe relationship between organized around themes (e.g. cultural barriers to education by politics and education should government) that are connected raising community awareness on be recognized (although close with the conceptual map. Starter child marriage (Child not Bride) and association between particular activities, the main lesson, plenary adolescent sexual and reproductive educational programmes and and research tasks is the structure health rights through participatory party politics should be avoided that is used within most lessons. methods (theatre, songs, quiz, etc.). in order to ensure that there There are opportunities for lively is greater continuity about debate, for example in work on educational policy than we have the concept of freedom (negative witnessed in recent years).

39 Taking action for change: Educating for youth civic engagement and activism

REFERENCES Crick, B. (2000). Essays on Citizenship. London, Continuum. Davies, I. (1999). What has happened to the teaching of politics in England during the last three decades and why? Oxford Review of Education, 25(1&2), 125–140. DfEE/QCA (1998) Education for citizenship and the teaching of democracy in schools (London, HMSO). http://dera.ioe. ac.uk/4385/1/crickreport1998.pdf DfES (Department for Education and Skills) (2007). Curriculum Review. Diversity and Citizenship. Nottingham, DfES. http:// www.educationengland.org.uk/documents/ pdfs/2007-ajegbo-report-citizenship.pdf Fiehn, T., & Fiehn, J. (2014). Citizenship education for Key Stage 3. London, Hodder Education. House of Lords (2018). The Ties that Bind. Citizenship and civic engagement in the 21st century. London, House of Lords. Huddleston, T. (2004). Citizens and Society: political literacy teacher resource pack (London, Hodder and Stoughton and Citizenship Foundation). Kerr, D. (2001). Citizenship education and educational policy making. Pp. 3–28 in J. Arthur, I. Davies., A. Wrenn, T. Haydn, D. Kerr (Eds.) Citizenship Through Secondary History. London, Routledge. Kerr, D., Keating, A., Benton, T., Lopes, J., & Mundy, E. (2010). 2001–2010: Young people’s practices and prospects for the future (the eighth and final report from the Citizenship Education Longitudinal Study (CELS)) https://www.nfer.ac.uk/ citizenship-education-in-england-2001- 2010-young-peoples-practices-and- prospects-for-the-future-the-eighth-and- final-report-from-the-citizenship-education- longitudinal-study-cels Kisby, B. (2017) ‘Politics is ethics done in public’: Exploring linkages and disjunctions between citizenship education and character education in England. Journal of Social Science Education, 16(3), 7–20. Weinberg, J. & Flinders, M. (2018). Learning for democracy: The politics and practice of citizenship education. British Educational Research Journal, 44(4), 573–592 Whiteley, P. (2012). Does Citizenship Education Work? Evidence from a decade of citizenship education in schools in England. Parliamentary Affairs, 67(3), 513–535. https://academic.oup.com/pa/ article/67/3/513/1457180

40 Taking action for change: Educating for youth civic engagement and activism

4.1 Amnesty International youth group Matthew Davies, Northgate High School, Ipswich, Suffolk and Sir William Robertson Academy, Welborn, Lincolnshire he project aimed to create an participated in the Write for able to have with projects outside Amnesty International youth Rights Campaign which Amnesty their own school, community groupT open to all 11–18-year-old International claims is the “world’s and even country. Participation students across the secondary biggest human rights event”. This in Amnesty’s campaigns offered school with the expectation that is also the individual campaign a connection with a global 16–18-year-old students could that has been participated in by community fighting for shared take the lead. As part of the students attending Sir William values. This was possible without group and for students who were Robertson Academy. This involved students leaving the security of not members, participation in the students writing cards with the school building and with the individual Amnesty International messages of encouragement to guidance of a teacher to define Campaigns was encouraged. The people around the world who had key terms and issues as well as purpose of this was to enable been imprisoned or intimidated discuss choices about campaigns young people to engage with for actions such as teaching and and activism; the students real human rights issues while speaking out about human rights were kept safe while remaining remaining in a secure space within issues; LGBTI rights; Indigenous thoughtful and engaged. In terms an educational environment. The people’s rights, disability rights of participation in the weekly motivation was to provide students and anti-death penalty activism. group, it was almost exclusively with an understanding of global 16–18-year-old female students. human rights issues; the role of The Write for Rights campaign However, participating in individual individuals, governments and also involves writing to an campaigns is a good way of NGOs in addressing those issues; authority figure who could help engaging many more students, as well as the possibility that to make a difference, such as a and even the whole school at individuals have to learn about political leader or a chief of police. particular points in the year. It and act in relation to human rights Amnesty International provides also provides a springboard for abuses around the world. a comprehensive resource pack some students who are interested including posters, stickers, and to take their enthusiasm further The Amnesty Club at Northgate information about the people and request that a group is set up High School met weekly to whose cases you can write to or begin their own membership discuss issues that mattered to support. Another example at of Amnesty International. One the students who were involved Northgate High School involved issue to consider is the provision and the issues and campaigns students creating a display about of resources such as cards, that Amnesty International had successful people from the LGBT paper and envelopes to support as their current focus; then community. The display presented a campaign such as Write for decisions were made about their achievements alongside Rights as it is more accessible and campaigns that our group could names and photos, focusing straightforward for students to be participate in. A range of small- on famous people who happen involved if the necessary resources scale projects were successful and to be LGBT but who should be are made available to them. had a significant impact upon recognized for their achievements. the students themselves as well TO LEARN MORE: as the school community and, Absolutely central to the success in a very small way, the wider of this project was the real https://www.amnesty.org/en/get-involved/ write-for-rights/ world. For example, the group connection that the students were

41 Taking action for change: Educating for youth civic engagement and activism

4.2 Engaging with the EU referendum Roxanne Fearns, Lincoln Christ’s Hospital School, Lincolnshire uring the period before within it. The first sessions teenagers and this project the EU referendum it focused on students’ knowledge revealed that through engaging Dbecame increasingly apparent of the EU and addressing any students with political events and that students wanted to engage misconceptions that they had. A providing the space to be critical with the debate that they were range of information sources were and reflective, a difference can seeing on social media and used here to practise identifying be made to how students see the elsewhere. The aim of the project the subjectivities and different arguments presented to them on was to provide students with an perspectives of the arguments social media and elsewhere. One opportunity to participate in this presented to them. Students then of the difficulties of dealing with debate in real time alongside spent time researching both the a political campaign in real time the national discussion and then Leave and Remain campaigns, was that the proponents of the take part in their own mock being critical about where their two campaigns were not always referendum. The project was information was coming from, modelling the high standards of designed to inform students about and presented the impact that the debate outlined as desirable in the different perspectives involved different options may have upon the school sessions. This, if not in the EU referendum debate as various areas of UK society such carefully handled, could lead to well as to model the process of as the NHS and the economy. This greater disillusion with the political debating itself. The target was involved using claims made by the process. However, by giving to demonstrate to the students two campaigns, as well as media students the tools to be analytical the importance of evidence- responses, parliamentary and in their approach to sources of based argument, the coherent independent reports. On the day information and revealing the structuring of an argument and of the referendum, a classroom impact that political engagement the respectful manner in which in the school was turned into a can have, there is a chance that debate should be carried out. polling station and students cast we may in the future have a voting Finally, there is not always the time their ballots in their own mock population who are more informed and resources in UK schools given referendum. The voting was and invested in the political to fostering political understanding conducted as a secret ballot and process. and engagement and this was an the result was revealed the next opportunity to reveal to students day along with the result of the TO LEARN MORE: the genuine impact that political genuine referendum. engagement can have. Engaging young people with politics https://www.ukparliamentweek.org/ The process as a whole highlighted blog/4404/ In my current school 20 minutes the need for more opportunities are allocated three times a week for political education in the UK How can schools engage young people in democracy? for SMSC (spiritual, moral, social curriculum and for students to https://www.theguardian.com/teacher- and cultural) development, beyond be able to engage with political network/2017/may/17/how-can-schools- what may already be taking place activism. The power of social engage-young-people-in-democracy in subjects such as Religious media is so prevalent among Studies, Philosophy and elsewhere. This space allows for teachers to engage their form groups with current affairs and was invaluable leading up to the referendum as students across Year 10 (14- and 15-year-olds) were guided in developing their understanding of the EU and the UK’s place

42 Taking action for change: Educating for youth civic engagement and activism

4.3 Machakos Youth for Sustainable Development Purna Kumar Shrestha, VSO International achakos County, located in the youth agenda in the county Development are to: the eastern part of Kenya, development programme. Mis one of the 21 counties where uunurture youth leadership Voluntary Service Overseas VSO empowered and supported uusupport youth empowerment (VSO) works in the country. youth to participate in five public VSO has been implementing the participatory forums on county uucentralize youth voice Empowered Youth for Employment budgeting and development uupromote social accountability. and Entrepreneurship Programme planning, including a five-year that aims at building youth county integrated development Their key areas include but are engagement spaces at county level plan (CIDP). As a result of this not limited to: how to engage to ensure that young people are active engagement in public the community leaders in a actively involved in shaping their forums, the government allocated constructive development development. significant funding to 50 million conversation and how to get Kenyan Shilling (37,555 GBP) other young people involved. In October 2017, VSO organized to support the volunteerism The newly formed network a youth round table meeting to agenda in the County Integrated now has a youth empowerment discuss issues related to youth Development Plan (CIDP) and the arm, youth advocacy arm and and validate the findings of youth young people’s task force team a youth assembly arm (with a employment participatory action ensured that key issues were president, a deputy president and research conducted by VSO. After included in the work programme. 40 ward representatives). It is the meeting, a task force team officially registered and seeking of 12 young people was selected This project showed that when partnerships with several other to follow up on the action points youth are supported with the right organizations and government that were agreed: these included tools and training to engage with offices, to be able to realize its developing memoranda and duty bearers they can influence objectives. reaching out to members of the the policies and practices that Machakos county assembly and affect their lives. These positive Of course, challenges remain and we the deputy governor so that duty outcomes have given the youth are continuing to explore how to: bearers would include youth issues the motivation to engage with in their development agenda. more duty bearers strategically uuidentify the resources available Firstly, the task force engaged and collectively. Therefore, the at our disposal and put them in raising awareness about youth decided to transform the into use volunteerism through open-air youth task force team into a youth uuconduct community interviews, events, radio and social media, assembly, with clear governing research and needs assessments and reached out to duty bearers structures and platforms for uuhelp people become a demanding a space for youth to engaging with duty bearers. spokesperson for the share their views, opportunities community for youth to get involved in In September 2018, the Machakos community development and advocacy task force team uuevaluate the friendliness of gain skills and experience which rebranded to Youth for Sustainable information service programmes would help them find employment. Development Machakos Chapter, for youth Secondly, they wanted to push for a community-based organization uuuse social media advocacy. which is a member of the National Advocacy Task Force Team with TO LEARN MORE: six member counties: Machakos, Makueni, Taita-Taveta, Nandi, https://web.facebook.com/ MachakosChapter/ Kajiado and Siaya. The objectives of Machakos Youth for Sustainable http://youthfordevelopmentmks.org/

43 Taking action for change: Educating for youth civic engagement and activism

5 Teaching citizenship in Hungary

ungary is a so-called post- civic education, compared to their Márta Fülöp, Institute of socialist country in Central parents and teachers who have Cognitive Neuroscience Europe. The political surrounded them during their and Psychology, Research and economic system transition upbringing. Their parents and Centre for Natural Sciences, Hfrom a one-party political system teachers belong to the “system to a democracy and multi-party change” generation as they had Hungarian Academy of pluralism and from a state-planned had (depending on their age) Sciences and Eötvös economic system to a capitalist more or less extensive experience Loránd University market economy started in 1989 – in a non-democratic one-party exactly three decades ago. Present- system. An overwhelming number day Hungarian young people aged of studies find that the “Beta 15–29 belong to the so-called generation” has low democratic “Beta generation” (Fülöp, 2018) as engagement. Disinterest is at its they were born after the system highest since 2000, with only change and did not have first-hand one in ten young people claiming experience of the socialist ideology to be interested in political and society. According to the 2016 topics (Hunyadi, Juhász, Krekó, Microcensus, the number of people Molnár, & Szitás, 2013). The two aged 15–29 in 2016 was 1,717,342, main socializing agents are the which is almost 20% of the total parents and the school, but it population of Hungary, equal to the seems neither of them are really average percentage of youth within successful in bringing up citizens the EU (KSH-Central Statistical who are more democratically Bureau, http://www.ksh.hu/docs/ minded than the previous hun/xftp/idoszaki/mikrocenzus2016/ generation, in spite of not living mikrocenzus_2016_3.pdf). in a one-party-system non- democratic society any more. These young people had been educated in an educational context which had changed profoundly, Civic education especially in terms of political and During the communist regime in the 1960s, civic education was essential in maintaining the system. In order to legitimize the political system and to directly form the world view of subsequent generations, a compulsory subject called Foundations of Our World View was introduced (Jakab, 2003). A citizen was considered ‘good’ if (s)he was instilled with the values of the good ‘socialist personality’ and waived from participation and intervention in public and political life and dutifully followed paternalistic societal rules (Szabó, 2007).

44 Taking action for change: Educating for youth civic engagement and activism

In later years, the demand of direct societies or in political and Society and has been “hidden” in ideological influence decreased. governmental participation. Within different school subjects, primarily From 1970s a subject called the Man and Society module, history but also environmental History and Civic Knowledge was schools should teach skills that are studies, literature, geography etc. introduced to the last semester necessary for students to become (Szabó & Dancs, 2018). of secondary school. It conveyed active citizens. Active citizenship or passive, academic knowledge about ‘participation’ was: “characterized Another important civic education- government and politics. by the possession of adequate related educational change took knowledge, mutual compliance with place also in 2012. The Ministry of The transformation to a democratic the rules of societal co-existence, Human Resources introduced the society resulted in new social and the absence of violence … [and compulsory 50 hours community demands in connection with was] … driven by the respect for service for high school students as the tasks of public education. human rights and the values of a requirement of their civic studies A debate among educational democracy” (Ministry of Education and a necessary condition for their professionals took place about and Culture, 2007, in Ridley & graduation from high school (Szabó how to reform and depoliticize the Fülöp, 2014). The education system & Dancs, 2018). politically centralized educational was stated in the NCC-2007 as system (Szabó & Dancs, 2018). vital in this respect in providing There was a consensus about “formal, non-formal, and informal Parents as educational the necessity of banning direct learning opportunities that help resources for citizenship political influence from schools, students become active citizens”. The parents of present day but there was no consensus about This would be ensured “by the school-age children (6–19) belong what kind of democratic values quality of teaching and learning to the so-called “alpha-omega” to teach and how (Hunyadi et al, organization processes, which build generation, the last children of the 2013). Citizenship did not become upon students’ active involvement, socialist system and the first adults a separate school subject, mainly and democratic practices at school” of the democratic and capitalist as a result of bad memories of the (Ministry of Education and Culture, Hungary (Van Hoorn, Komlósi, ideology-driven socialist school 2007, in Ridley & Fülöp, 2014). Suchar, & Samelson, 2000). Their system and fear of indoctrination. political socialization started In the latest NCC (2012, introduced in an ideologically weakened in 2013) Education for Citizenship political context and after the and Democracy (https://ofi.hu/ Changes in the National political changes it was halted sites/default/files/attachments/ Core Curriculum as no systematic civic education mk_nat_20121.pdf) is among The first National Core Curriculum was introduced in schools. The the primary educational goals (NCC) was accepted in 1995 and parents of the “Beta generation” of school and social and civic a minimal interpretation of civic (Fülöp, 2018) did not get systematic competencies are listed among education was implemented, which education in democratic citizenship; the main competencies to be mainly focused on knowledge therefore teaching and learning developed in school. A competent transmission in the framework of democratic citizenship in school citizen is able to actively participate different school subjects, especially should be of crucial importance for in public affairs by using her/his History (Jakab, 2003). these young people. knowledge about social processes, about social structures and The second NCC (2003) formulated about democracy. The document civic skills as competencies that a states that school has to develop Teaching and school should educate (Jakab, 2003). skills as well, including creative, learning practices autonomous critical and analytic Traditional teaching methods The third NCC (2007) was the first thinking and debate culture. While prevail in the majority of Hungarian NCC that dedicates a separate active and responsible citizenship schools (frontal teaching) which section to the importance of was considered a key competence does not encourage sharing participation in civic society – its education was still incorporated opinions freely and critical either professional, cultural under the main topic of Man and collaborative discussions. Skills

45 Taking action for change: Educating for youth civic engagement and activism

and motivation to deal consciously, and issues in connection with actively and critically with social civics training and education, Recommendations for issues are not developed by a for example: How would it be the future variety of teaching methods, i.e. possible to help young people The Political Capital, Policy sociodrama, organized debates, develop a democratic attitude Research & Consulting Institute project work, etc. in a country with almost no (Budapest), based on their tradition of democracy? research related to Hungarian There is no specific training in uuDepoliticization of the young people’s attitudes towards teacher education, neither content- educational institutions after democracy, published a set of wise, nor in terms of didactics i.e. the regime change means that recommendations for educational what to teach and how to teach. politics is basically banned professionals and legislators on Teachers are not professionals from schools. Present-day how to educate the politically but laypeople in this respect and Hungarian young people have conscious and active citizens of the they are more or less right when very few opportunities to discuss future (Hunyadi et al, 2013). they don’t regard themselves as contemporary public issues in competent enough to handle an educational context led by uuThey recommend introducing pedagogically the complexities professionally well prepared a new subject in secondary of teaching contemporary and educated teachers. It is school which aims to familiarize controversial issues (Knausz, 2003). not acceptable to encourage students with the dominant students explicitly to take public political ideologies of the past While schools provide knowledge action or to be politically active. century and help them to about citizenship and democracy The only acceptable form of understand the rules and logic of for students, they do not provide an civic engagement teachers may the current political system. example of institutional democracy. support and the educational uuThey recommend that schools The role of the Student Councils system requires is the 50 hours organize Public Debate Forums (DÖK), which it is compulsory to of community service introduced around current issues and set up in each school to ensure that in 2013. invite parents, local citizens students have democratic rights, in and stakeholders; they should many cases is only nominal and the uuIt is a widespread expectation make students responsible for members of the councils have little among parents as well that all organizing and running the practical function or responsibility politics and public-life-related event and by doing this provide (Kalocsai, 2013). topics are undesirable in schools. Teachers do not want to them with the opportunity to confront parents. deal with public issues. uuEducating teachers in how to Barriers uuCitizenship is not a separate Although the Public Education Act subject. A knowledge domain deal with issues and how to and the National Core Curriculum that is not a distinct subject teach politics in an educative have changed several times in the indicates a lower prestige way in schools is considered to past 25 years, the system of civic and has less educational be an urgent imperative. education still doesn’t work as it infrastructure. While a certain uuTo avoid indoctrination and meet is supposed to or doesn’t work at number of lessons can be the expectations of a democratic all. Some of the barriers may be devoted to civic education school a so-called Ethical Codex present in other countries as well, within the History curriculum for Teaching Civics and Politics but they have a special edge or gain of the last year of high school, should be composed with the extra strength in a former socialist History teachers always struggle participation of all interested country, even 30 years after the with an oversized curriculum parties, namely teachers, system had changed. and therefore citizenship topics parents, civil organizations and are regularly skipped (Szabó & uuAccording to Jakab (2003), the other professional bodies which Dancs, 2018). process of democratization in sets down the basic principles of Hungarian society had given civic education in schools. rise to a host of new problems

46 Taking action for change: Educating for youth civic engagement and activism

REFERENCES 5.1 Fülöp, M. (2018). Three decades of youth Ukids – a social activism in a post-socialist context: the Hungarian case. 20th Annual Children’s entrepreneurship Identity and Citizenship European Association and 2nd Joint CitizED programme for kids Association Conference. Citizenship & Identity in a ‘Post-Truth’ World, Warsaw, Poland May 10–12, 2018. p. 13. Mária Hercz, Eötvös Loránd University, Hunyadi, B., Juhász, A., Krekó, P., Molnár, Faculty of Primary and Pre-School Education Cs., & Szitás, K. (2013). Lelkes fogyasztók, he programme that we present is part of a wider European el nem kötelezett demokraták/Enthusiastic initiative of six participating countries called Ukids. Consumers, Non-Commited Democrats, Budapest: Policy Research & Consulting TheT project aims to compare different approaches in the six Institute. participating countries. The Ukids initiative builds on the Vienna Model developed by Johannes Lindner (2018) and the Jakab, Gy. (2003). Civics Training and Education in Hungary, http:// connected pedagogical methodology (Lindner, 2015) applied in agapealapitvany.org/?page_id=907 the Youth Start project – www.youthstart.eu. The main target Kalocsai, J. (2013). Aktív állampolgárságra is entrepreneurial skills but with considerable overlap with nevelés diákszemmel. Educatio, 22(2), pp. educating the active citizen. Entrepreneurial spirit, innovation 135–296. and creative solutions are needed not only in the economy but Knausz, I. (2003). A társadalomismeret also in community life and politics. Learning from challenges, oktatása Európában és Magyarországon. having the opportunity to experience the effectiveness of their (Education of societal knowledge in actions, is important for all citizens. These skills are highly Europe and in Hungary) In Á. Komlossy important for underprivileged groups of society as well to show (Ed.), Az Európai Unió és a magyar iskola. Tudomány és közoktatás, pp. 75–86. them how they can participate in society and shape it. Szeged: Koch Sándor Csongrád Megyei Tudományos Ismeretterjesztő Társulat. The project focuses on the primary school age. It aims to Ridley, R., & Fülöp, M. (2014). Young establish social entrepreneurship education as a permanent Hungarian’s constructions of active element in primary teacher education, in the form of teaching ctizenship: Theoretical models and and learning programmes and projects at the partner primary real-world voices. Citizenship, Teaching, schools. Its aim is to provide, via active learning, a solid Learning, 10, 1, pp. 25–41. foundation for children to become independent thinkers and Szabó, É., & Dancs, K. (2018). Hungary. help themselves and others to become responsible citizens, able Participation crisis, disappointed youth. In: B. Krzywosz-Rynkiewicz, A. Zalewska, not only to think but also to act responsibly and be “everyday Jennedy, K. J. (Eds.) Young People and heroes”. The programme teaches children to understand Active Citizenship in Post-Soviet Times. themselves as part of civil society and encourages them to be London: Routledge. ready to face minor social challenges and compare different Szabó, M. (2007). ‘A dolgozó mint solutions and approaches. állampolgár’/‘The worker as citizen’. Korall, 27:8, pp. 151–71. The well elaborated Youthstart programme consists of building Van Hoorn, J. L., Komlósi, Á., Suchar, E., blocks called ‘challenges’. The TRIO Model consists of Core & Samelson, D. A. (2000). Adolescent Challenges which contribute to competences to develop and Development and Rapid Social Change. implement ideas. The second group of challenges belong to Albany: State University of New York Press. the Entrepreneurial Culture and aim to contribute to personal development: showing self-initiative, believing in yourself, acting in an empathetic and team-oriented manner and empowering yourself and others. Finally, at secondary school level, Entrepreneurial Civic Education aims at enhancing social competences (for example, debate culture) and empowering students in their role as citizens. Democratic thinking and self- reflection help young people express their opinions and assume responsibility for themselves, others and the environment.

47 Taking action for change: Educating for youth civic engagement and activism

The Hungarian pilot project decided to focus on personal 5.2 challenges and chose the Trash Value Challenge (Recycling The Radnóti adds Value – New Creations from the Rubbish Bin) http://www. youthstart.eu/en/challenges/recycling_adds_value_____new_ School model creations_from_the_rubbish_bin/ with the Idea Challenge: make a robot farm for other kids; the participants were 4th of citizenship grade children aged 9–10. One challenge unit consists of eight sessions. The sessions were integrated into the Environmental education Studies regular school subject and were led by student teacher János Győri, Miklós Sara Angyal. The core idea is that it is possible to create interesting or useful things from garbage, not to recycle but to Radnóti Training School and “upcycle”. This is what children learn by collecting seemingly Intercultural Pedagogy and worthless waste products and using them to create new Psychology Institute, Faculty objects. By doing so, children learn about limited resources, of Education and Psychology, what is valuable and how value is created. There is a planning phase, a creation phase, a presentation phase when children Eötvös Loránd University present their creations to the class and assess each other’s iklós Radnóti Training School of products, and a self-assessment phase when they evaluate their the Eötvös Loránd University, own work. The project had the potential to develop creativity, MBudapest, is a practice place for future working autonomously and cooperating with others, joint teachers who are in teacher education problem solving, planning and executing, and establishing at the university and have to spend a environmental awareness and responsibility. Children became given number of hours teaching their better equipped to actively contribute to a sustainable world. subject under the supervision of a These are components of a civic mindset and they may help mentor teacher. This school is one of them to become social innovators in all spheres of life in their the best academic secondary schools of society and find their place in a complex, changing world. the country; in 2018 it took first place in the league table and it has been permanently among the best five in the TO LEARN MORE: country in recent decades. This is the Hercz, M. (2018). Challenges outside and inside: Creating an international only school in Hungary in which Social, project on entrepreneurship education. In I. Z. Žagar & A. Mlekuž (Eds.) Citizenship and Economic Studies are 3rd Annual Scientific Conference Research in Education and Training: International Co-operation as Support to Education and Training. in the official curriculum for 5th and Ljubljana, Szlovénia: Pedagoski Institut, (2018) p. 34. 6th graders, well before the last year of Lindner, J. (2015). Entrepreneurship Education für Jugendliche. GW- secondary school, the 12th grade (18/19 Unterricht 140 (4/2015), pp. 39–49. http://www.gw-unterricht.at/images/pdf/ years old) when citizenship is part gwu_140_39_49_lindner.pdf of History teaching for all secondary Lindner, J. (2018). Entrepreneurship Education for a Sustainable Future. school students according to the Discourse and Communication for Sustainable Education, vol. 9, no. 1, pp. National Core Curriculum (2012). 115–127. This unique educational programme is closely related with the structure of the school. The school has an eight-year- long secondary school (gymnasium) section from 5th to 12th grade, from the age of 10/11 to 18/19. Students take an entrance exam and have to demonstrate exceptional academic achievement to be admitted. A small group of History teachers in the school decided that instead of starting with chronological history they would dedicate two years (5th grade and 6th grade) to teach social and history

48 Taking action for change: Educating for youth civic engagement and activism

studies in a more innovative way. and Living with Disabilities; while welcome this special system: a They created an independent the other is called ‘The Nation number of them believe it to be subject called Social, Economic and and its people’ and addresses the more useful to teach “proper” history Citizenship Studies, concentrating on topics of majority and minority, right from the beginning of the concepts in historical understanding, Roma and non-Roma, and the gymnasium, rather than “anecdotes” social issues of contemporary Hungarian nation. and “chatting” and “playing”. The society from different perspectives, intensive academic demands of the how the economy functions, and Each year approximately 10–12 school and the parents’ ambitions citizenship issues; they promote lessons are devoted to citizenship- may in some cases question this acquiring the skills to take part in a related topics within this subject. non-pragmatic learning. On the democratic society as an active and The number of lessons may vary other hand, there are many parents engaged citizen. They argued that according to the interest of the who welcome this teaching and starting to discuss contemporary students and may go up to 18. this complex approach towards issues only in the 12th grade is The textbook applies a variety of understanding social phenomena is too late: a multidisciplinary and innovative teaching and learning highly regarded by them. multi-perspective approach has methods thus providing a refreshing to be taught at an earlier age and educational environment compared The teachers decided to place before learning scholarly history. to the still predominantly frontal these studies at the start of the They also had the goal of making teaching in Hungarian schools. Each eight-year-long gymnasium, as at students understand that learning topic starts with a warm-up task to this age there is less pressure and history later in their studies would facilitate thinking about the topic. competition in relation to higher help them gain a more in-depth There are several tasks connected education goals. In the 12th grade perspective when facing issues of to each topic which require when citizenship is a compulsory their contemporary society. individual work, working in pairs topic within the subjects of Social and in small groups, and discussion Studies and History, generally, due They also decided to prepare their involving the whole class. The issues to the final leaving exam, this topic own textbooks for these two years. discussed can be sensitive topics in which is taught last in the History In other schools all over Hungary 5th the Hungarian society, such as the curriculum and is usually not part grade and 6th grade students start Roma question or multiculturalism. of the entrance exam material is studying history in a chronological In each section a real-life example simply forgotten about in most order and encounter contemporary or a fictive case is presented schools because it does not have and citizenship issues only in their and students are asked to place pragmatic significance and has little last year of secondary school studies themselves into the participants’ personal benefit in terms of further (12th grade). The textbook for role and discuss and debate studies or employability. 10/11-year-old students consists of the cases from their different four parts, of which three present perspectives. There is a research or TO LEARN MORE: historical concepts and historical individual data collection task at the research methods and tools, and one end of each section, followed by a Boronkai, Sz., Ispánovity, M., Lengyel, Zs., & Liska, M. (2015) Társadalmi, állampolgári is devoted to citizenship teaching summary of what has been learned. és gazdasági ismeretek 5. A nyolcosztályos with the title ‘I am a citizen’. The The concept is the student as an gimnáziumok számára. (Social, Economic following topics are discussed: active learner and an active agent of and Civic Studies 5. For the students of what is democracy?, the difference knowledge acquisition. the 8-year-long gymnasiums.) Budapest: Oktatáskutató és Fejlesztő Intézet. between a democracy and a http://tankonyvkatalogus.hu/site/ dictatorship, the election system, This model of teaching social kiadvany/NT-17844 the justice system, human rights, studies does not focus on activism Boronkai, Sz., Ispánovity, M., & Lengyel, freedom of speech, national identity, or active citizenship per se, but Zs. (2016). Társadalmi, állampolgári és European and global citizenship. The on “thinking about” – and being gazdasági ismeretek 6. A nyolcosztályos textbook for 11/12-year-old students engaged in and forming individual gimnáziumok számára. (Social, Economic has two main sections focusing on opinion on – social discourses in and Civic Studies 5. For the students of the 8-year-long gymnasiums.) Budapest: current Hungarian society: one society, a kind of critical citizenship. Oktatáskutató és Fejlesztő Intézet. entitled ‘Colourful society’ consists Parents, who are typically highly http://tankonyvkatalogus.hu/site/ of three parts: Women, Poverty, educated, do not necessarily kiadvany/NT-17845

49 Taking action for change: Educating for youth civic engagement and activism

5.3 Democratic learning spaces for young people he Foundation of Democratic integral part of school life. There Rita Galambos, Youth, https://i-dia.org/en/ are handbooks for teachers that Demokratikus Ifjúságért wasT founded in 1999 after the provide them with a wide variety of Alapítvány (Foundation system change in Hungary and teaching methods and which can of Democratic Youth) its mission has been to promote be downloaded from the website youth development through youth for free. service, democratic debate and professional development on a A new initiative is DemoLab, an national and international level. The innovative art and education founders believe that modern and initiative launched in 2018. thriving democracies rely on the In the framework of the two- active participation of well-informed year project, creative and self- citizens. The Foundation offers a organized workshops (DemoLabs) variety of programmes for interested are formed in eight Hungarian young people. secondary schools through the equal participation of students, Among them was the Youth Voice teachers and contemporary artists. initiative. Its main objective is to These serve as platforms for develop the debating skills of socially autonomous research, constructive disadvantaged youths so that they debate and collective creation. are empowered to stand up for their Students work on a topic of their rights. The main method to achieve own choice while experiencing this goal is setting up Debate Clubs the power of democratic debate in communities; young people and the responsibility of self- organize debate events where real organization. During the year, they social issues are discussed with will have a chance to carry out adults from the community. The smaller-scale projects, visit other new Youth Voice initiative offers workshops, participate in inspiring 40 hours of training for secondary cultural events and collaborate school students and their teachers with additional experts and artists. to listen critically to the media and The process will culminate in a gain competence in differentiating week-long summer camp with the between true and false news. intense creative collaboration of all Another programme is called participants. Here, student groups Raise Your Voice. The main goal of will give form to the results of their this project is to initiate dialogue research and experimentation, between youth and decision- creating works with the risograph makers and to equip young people printer (magazines, posters) or to take proactive action in their videos, photographs, exhibitions etc. lives. The 3D Programme (Dilemma, that they will also present at three Dispute, Democracy) focuses on locations of their choice during the events in schools at which students autumn. The project’s mid-term goal participate in a variety of debate is to develop a network out of the activities. At the end of the day they eight DemoLabs and thus lay the share their views with experts and ground for a creative community of decision-makers. There is also a young people eager to get to know programme for teachers, supporting the world around them, leave a them through training, mentoring mark of some kind and take active and networking so that debating steps to contribute to making the and critical thinking become an world a better place. One group did

50 Taking action for change: Educating for youth civic engagement and activism

research on the new era of human development, the Anthropocene, and focused on climate change and individual responsibility. Besides their thorough research, they organized a flashmob at one of the biggest covered markets of Budapest, stirring attention to the issue of plastic waste and its consequences. They also produced a publication entitled Alterre in which they gathered their research results and suggestions for action.

As the student press is a cornerstone of the project, a small risograph- based publishing house, run by the students themselves and allowing participants to create their own publications, will be established. Based on the methodology of the Tanközlöny educational initiative (2015/16), the project follows the pedagogical principles of French reformist educator Célestin Freinet (1896–1966). The project is exclusively funded by the United Nations Democracy Fund (UNDEF) and implemented by the Foundation for Democratic Youth (DIA).

TO LEARN MORE: DemoLab https://demolab.hu/en/bemutatkozas/ Foundation of Democratic Youth https://i-dia.org Galambos, R., Grohe, A., Kiss, L., Mikó, G., Takács, V., & Vajnai, V. (2010). Dilemma, Disputa, Demokrácia. Kézikönyv a vitajultúra fejlesztésére. (Dilemma, Dispute, Democracy. Handbook to Promote Debate Culture.) Budapest: Demokratikus Ifjúságért Alapítvány. Takács, V. (Ed.), (2014). Gondolkodjunk 3D-ben. A közösségi vita módszertana. (Let’s Think in 3Ds. The Methodology of Community Debate.) Budapest: Demokratikus Ifjúságért Alapítvány. United Nations Democracy Fund https://www.un.org/democracyfund/

51 Taking action for change: Educating for youth civic engagement and activism

6 Formal and informal civic learning in Lebanon

ebanon has a history of children are out of education in armed conflicts and is Lebanon (Watkins, 2013). There Dina Kiwan, University of characterized by sectarian is high youth unemployment and Birmingham, UK (formerly divides. In addition, wealth high levels of youth alienation, yet American University of Linequalities are stark, with the youth civil society is dynamic and Beirut, Lebanon) population living below the poverty vibrant. This contrasts with formal line having risen by 66% since 2011 citizenship education which has (Oxfam, 2011); Lebanon is also low status in the curriculum, and ranked as having the third highest tends to be delivered didactically, wealth inequality in the world (Blog where the focus is on learning Baladi, 2013). As a result of the about political institutions and ongoing Syrian crisis, an estimated inculcating patriotism, with little 1.5 million Syrian refugees have opportunity for learner-directed entered Lebanon since 2012 civic engagement. (UNHCR, 2018). This is in addition to a pre-existing Palestinian refugee population (some now Formal and informal third generation) of 450,000 with civic learning curtailed civil, economic and In Lebanon, citizenship education political rights and no route to has been compulsory in the legal citizenship. Lebanon hosts curriculum from grades 1 to 12 the largest number of refugees in since 1946, titled ‘National and Civic relation to its national population Education’. The curriculum was in the world (UNHCR, 2016). revised in 1997, and conceptualized Furthermore, demographically, this in terms of cultural, national and displaced population has a large social dimensions. The government youth population, with 54.9% under citizenship education policy has the the age of 18 (UNHCR, 2018), also stated policy aims of promoting reflecting the youth demographic co-existence in a post-conflict and in the region more broadly. sectarian context. The National Strategy for Citizenship and Public expenditure on education Coexistence was developed by is among the lowest in the the Lebanese NGO, the Adyan region at 1.6% (BankMed, 2014). Foundation, in conjunction with the Approximately 70% of students Lebanese Ministry of Education, in Lebanon go to private schools with the aim to reform Lebanese (CAS, 2012). UNRWA is responsible education policies to promote for the education of Palestinian co-existence in a framework refugees. For Syrian refugees, of inclusive citizenship. This is public schools provide a second predominantly a national framing, shift in the afternoon or evening, as opposed to more global versions or students learn through informal of citizenship education. Research education. It is estimated that on civic education pedagogy at least 300,000 Syrian refugee highlights the challenges of

52 Taking action for change: Educating for youth civic engagement and activism

common practices such as didactic there can be a mismatch between teaching and rote memorization the funding priorities of such Challenges as well as disconnection from international organizations and the Educators face a number of students’ daily lives. This is priorities from the perspectives of challenges, affecting the day-to-day especially the case for Palestinian the local population. teaching and learning experiences and other refugee students who in formal education. These include: are invisible in the curriculum. Youth-generated media is another uularge youth populations with While pedagogical practices are arena of youth activism in Lebanon. approximately 50% under 18 dominated by didactic forms Youth blur traditional and newer years of age; in addition, there of pedagogy – with a focus on forms of media, challenging are low attendance rates; knowledge of political institutions dominant political, religious, and and the inculcation of patriotism – social institutions. These include uularge number of refugees, where there is a growing awareness Facebook, Twitter, blogs, graffiti, Syrian students attend second and interest in learner-centered songs, and videos. Blogging is a and third shifts in underfunded approaches. However, the subject relatively new phenomenon in the public schools; suffers from relatively low status in region, with common themes the uuresearch evidence indicates the curriculum, with little resource criticism of the sectarian political student perceptions of a dedicated to teacher-training or system, violations of human negative school ethos, with curriculum development. rights, and challenging Lebanese students feeling unsafe social and religious norms relating physically, emotionally, socially With regards to informal civic to gender, sexuality, and the (Faour & Muasher, 2012); learning, Lebanon has a history environment. Also of note are dating back to the early 20th the intersecting sites at the local, uuteachers are insufficiently century of youth political national, and transnational levels, trained and have low salaries; mobilization. When national with key themes relating to the this affects teacher motivation, movements were mobilizing for Palestinian cause, critiques of Arab and also leads to the widespread independence in the 1920s, youth leaders as lacking legitimacy, and practice of out-of-school organizations were set up in environmental activism (Riegart tutoring; Lebanon. In the 1950s and 1960s, & Ramsay, 2012). In addition, the uulimited national capacity for governments promoted youth blurring of entertainment/humour teacher-training in Civics; organizations with the policy and politics characterizes many of uulimited school resources; aims of promoting economic the blogs. development. There is an active civil society in Lebanon, where civil society organizations, on the one hand, protest against government, but also often take over the role of the state’s welfare provision. Youth organizations can be broadly categorized into ‘conformist’ – supporting the main political sectarian groups, ‘alternative NGOs’ focusing on youth-relevant issues, and ‘activist’ – emerging and dynamic coalitions (Harb, 2018). Non-formal civic learning and participation are often funded through international and Western initiatives framed in terms of democracy promotion, with funding for youth engagement prioritized to local NGOs. However,

53 Taking action for change: Educating for youth civic engagement and activism

uudidactic pedagogy, often REFERENCES Resource support relying on rote memorization, BankMed (2014). Analysis of Lebanon’s with limited opportunities for Various resources available for Education Sector. https://www.bankmed. debate and critical thinking; educators are provided in the com.lb/BOMedia/subservices/categories/ political and religious discussions concluding Resource List which aim News/20150515170635891.pdf often banned in schools for to support the engagement and Blog Baladi (2013). ‘Lebanon has the third fear of conflict; action of young people within their highest degree of wealth inequality in communities. the world.’ Accessed March 3 2018 at: uulimited models and content of http://blogbaladi.com/lebanon-has-the- citizenship education, with a 3rd-highest-degree-of-wealth-inequality- These include, for example, the focus on promoting patriotism; in-the-world/ resources relating to the teaching gender issues not addressed in CAS (2012). Education in Lebanon. of History in the school curriculum civic textbooks; Accessed March 3 2018 at: http:// which has been a controversial www.cas.gov.lb/images/PDFs/SIF/CAS_ uufew opportunities for extra- topic given the post-conflict Education_In_Lebanon_SIF3.pdf curricular activities in public context. Secondly, the work of the Faour, M., & Muasher, M. (2012). The schools. Adyan Foundation in conjunction Arab World’s Education Report Card: with the Ministry of Education School Climate and Citizenship Skills. Challenges facing non-formal emphasizing the role of citizenship Washington, DC, Carnegie Endowment for International Peace. educators include: and recognizing diversity in promoting social cohesion is Harb, M. (2018). New Forms of Youth uuthe politics of external Activism in Contested Cities: The Case of another important resource area. international funding of local Beirut. The International Spectator, Italian NGOs, which can constrain Journal of International Affairs, 53(2), pp. locally-driven civic agendas; 74–93. Oxfam (2011). Poverty, inequality and uu lack of resources; social protection in Lebanon. https://www. uupolitical constraints especially in oxfam.org/sites/www.oxfam.org/files/file_ attachments/rr-poverty-inequality-social- relation to ‘controversial’ issues. protection-lebanon-200116-en_0.pdf Riegert, K., & Ramsay, G. (2012). Activists, individualists, and comics: The counter- publicness of Lebanese blogs. Television and New Media, 14(4), pp. 286–303. UNHCR (2016). Global Trends 2015 – UNHCR. Accessed March 3 2018 at: https://journals.sagepub.com/ doi/10.1177/1527476412463447 UNHCR (2018). Syrian Response. Accessed March 3, 2018 at: https://data2.unhcr.org/ en/situations/syria Watkins, K. (2013). Education without Borders: A report from Lebanon on Syria’s out of school children. London: A World at School. https://www.odi.org/ publications/7851-education-without- borders-summary

54 Taking action for change: Educating for youth civic engagement and activism

6.1 Developing young historians: Teaching historical thinking Maha Shuayb, Nayla Hamadeh and Bassel Akar, Lebanese Association for History, Centre for Lebanese Studies and Notre Dame University he project is part of a series This project proposal seeks to uuan appreciation of the historicity of programs and activities explore a new approach to History of history, or, in other words, of organizedT by the Centre for pedagogy in Lebanon and proposes the fact that histories change Lebanese Studies (CLS) and the refocusing History education on with time and space and also, Lebanese Association for History historical thinking, and thus on crucially, in relation to changes (LAH) to transform the teaching of processes of open yet rigorous in the value orientations, present history in Lebanon from a single enquiry and debate about the identifications and political narrative approach to a disciplinary meanings of the past. Rather than projects of the groups and one. Learning history as a discipline relying on a single textbook account, individuals who construct them. can foster dialogue, collaboration, such an approach would involve The program was quite a challenge informed decision-making and developing student understanding to bring to life. In a commentary, other necessary competencies for of how and why diverse historical LAH President Nayla Hamadeh social cohesion, democracy and accounts are constructed. said that the biggest hurdle was active citizenship. The project runs Students would also be taught in balancing the two teaching for two years and has several main how to interrogate, critically and methods so that teachers can objectives: constructively, multiple, conflicting launch a change in their classrooms or incomplete sources of evidence. uuSupport a group of 40 teachers while keeping students on track for to advance a pedagogical the official exams. To start with, the A pedagogy that seeks to develop and curricular shift in history program meant that 36 trainees had students as historical thinkers aims education from memorizing a to convene for 12 days of training to develop student thinking about single narrative to learning history across two school years, without it and practical understanding of: as a discipline. affecting their performance at work. uuthe interpersonal processes They were also required to reconcile uuProduce a comprehensive through which warranted the new teaching techniques with teacher education curriculum for knowledge claims about the the traditional, approved curriculum. learning history as a discipline past are constructed through For example, the official exam, that can be facilitated and enquiry, discussion and which is only based on students’ presented to the Ministry of debate in disciplined retention of information, could not Education and Higher Education communities of practice; be compromised. “Trainees had to as a comprehensive professional find a balance between the value of development program. uuthe conceptual tools that changing their practices, while at the discipline of history uuSupport teachers in publishing the same time ensuring that their has developed to organize their work into learning students actually pass the official warranted claims about the resources available to all History exams, which are built around one past into extended narratives teachers in Lebanon through narrative,” Hamadeh said. and interpretations, including the LAH website that offers an historical concepts such as interactive platform for History evidence, cause, change, TO LEARN MORE: teachers to share materials. significance; Lebanese Association for History (LAH): uuThe project comes as part of Resources Education Materials uuthe existence of multiple CLS and LAH’s commitment https://lahlebanon.org/educational- perspectives both in the past to develop History education material/ and on the past and the means in Lebanon and support Centre for Lebanese Studies (CLS) through which such perspectives teachers to introduce a new https://www.lebanesestudies.com can be explored, explained, History pedagogy. appreciated and evaluated; and

55 Taking action for change: Educating for youth civic engagement and activism

6.2 Learning practice: Bringing education to informal settlements Rabih Shibli, Center for Civic Engagement and Community Service (CCECS) at the American University of Beirut (AUB) uilding on its track record in 1. Ghata – Primary and secondary readiness for Syrian refugee developmental planning, the education youth. The curriculum is designed BCenter for Civic Engagement and One of AUB-CCECS most by AUB faculty and delivered by Community Service’s (CCECS) impactful interventions has local instructors and includes approach to the Syrian crisis is been the establishment of and English language, critical thinking based on utilizing human resources continued support for non- skills, and reinforcement in within the refugees’ community. It formal Ghata schools located in subjects including science, implements educational programs Informal Tented Settlements. mathematics and humanities that are guided by the following The Ghata (meaning ‘cover’ in as identified gaps in refugees’ key values: Arabic) is a structure designed preparedness for higher by AUB-CCECS in 2012 to serve education entry and success. uuMinimizing dependence and as a safe, economical, and 3. Digital Skills Training Program fostering self-reliance portable classroom. To date, The AUB-World Food Program nine Ghata primary schools and uuFocusing on community assets Digital Skills Training Program intermediate school/vocational aims to maximize social, uuPromoting sustainability of center campuses have been economic, and educational efforts assembled in Lebanon’s Bekaa inclusion by equipping refugee Valley, serving more than 4,000 uuEnsuring beneficence and host community youth Syrian refugee children and (ages 16–35) with cutting-edge uuPromoting dignity youth annually. AUB faculties capacities for the changing provide technical assistance and uuUpholding cultural norms labour market. The program capacity-building to teachers and values focuses on a full range of digital and school staff in delivering the CCECS provides quality education skills, from basic digital literacy Lebanese curriculum to refugee for refugees enduring a protracted to more advanced capacities students, learner-centered crisis. The overarching concept that can be utilized wherever teaching methods, nutrition of these programs focus on a displaced person is, whether education, and approaches to resilience as means to equip they resettle in another country psychosocial support. learners with the tools needed or return to their homeland, to tackle challenges they face 2. PADILEIA (Partnership connecting disadvantaged during their stay, and to prepare for Digital Learning and refugee and host community them to actively engage in the Increased Access) – University youth to new career tracks in reconstruction process upon their Bridge Program technology as well as other return home. Accordingly, CCECS PADILEIA is a blended college- economic sectors. The program piloted educational programs readiness program for Syrian is managed by AUB-CCECS ranging from primary schooling to refugee high school graduates and funded by the World Food university (bridging age groups (ages 18–25) and serves 50 Programme, with Digital Skills 4–24), as well as vocational training students annually for four and English curricula designed by in transferable digital skills for academic years (total target AUB faculty (Computer Science the growing online economy. beneficiaries: 200). The program and University Preparatory Psychosocial support is integral to provides learning pathways Program) and delivered to the intervention model in order designed by higher education disadvantaged youth in Beirut, to address the multiple traumatic experts that incorporate Mount Lebanon, Bekaa, Saida experiences of refugees. tailored, reusable digital learning and Tripoli in partnership with resources to promote college local NGOs.

56 Taking action for change: Educating for youth civic engagement and activism

4. Safe and Sound (SAS) – Topics include self-awareness, TO LEARN MORE: Improving the mental health conflict resolution, bullying AUB builds sustainable capacities of Syrian children in primary prevention, non-violence, and through Tech for Food and secondary schools through communication skills. http://website.aub.edu.lb/news/2017/ community and family-based Pages/tech-for-food.aspx CCECS aims through its Syria psychosocial support Ghata – Bringing Education to Refugees Relief projects and research to The overall objective of the in Protracted Crisis https://www.youtube. provide a holistic restorative built project is to build the capacity com/watch?v=4vDMv7AjBsM environment that makes high of two local NGOs and school PADILEIA Partnership for digital quality education accessible, staff, teachers and parents by learning and increased access: Prepare increases knowledge attainment, for your future designing, developing (through reduces level of distress, and https://padileia.org/ adaptation) and implementing nurtures hope among displaced a school-based gender-sensitive and refugee communities, during psychosocial support program a protracted stay under complex for Syrian refugees aged 12–18 national constraints. currently living in Lebanon.

57 Taking action for change: Educating for youth civic engagement and activism

7 Citizenship pedagogical practices in Singapore: An overview

ollowing its eviction from all citizenship-related curricula Jasmine B.-Y. Sim, Malaysia, Singapore, a tiny developed by the Ministry of National Institute of island-state, found itself in Education (MoE). Education, Nanyang a dire situation at independence Technological University Fon 9th of August, 1965. Given an Notably, the Singapore government undeveloped economy, a lack has been single-minded in the of natural resources, and high pursuit of citizenship education, unemployment, the prospects and this has taken many forms for Singapore’s survival appeared over the years for the purpose of dismal. There were also crises nation-building. The mission of the leading up to independence that education service is “to mould the included the Japanese Occupation, future of the nation, by moulding disturbances brought about by the people who will determine ethnic and religious tensions, the future of Singapore”. Policies and the threat of communism. were designed to organize the The People’s Action Party (PAP) population into a highly disciplined which has governed Singapore citizenry with a strong sense since 1965 saw an urgent need of public-spiritedness and self- to imbue the people with a sacrifice for the national collective. sense of national identity, unity Thus the government developed and purpose, along with the a tight system of political control values, attitudes, knowledge that allowed few opportunities and skills that would ensure the for dissent in order to maintain continued survival of the young the social order necessary for country. They consolidated the economic development. An official country’s independence through narrative of the government the “ideology of survival” and providing what matters most economic pragmatism. to people – safety, security, and prosperity – in exchange for The education system was economic discipline and social centralized and brought under conformity provided the common government control. Thus, shared national history education schooling is the main source of to help forge the young nation. formal citizenship education in Singapore where co-ordinated The discourse on citizenship in and sustained effort is made to Singapore centres on the nation, transmit the salient knowledge and not the individual. It emphasizes values, develop the right instincts responsibilities and duties, loyalty and attitudes, to help students and patriotism, submission of become believers in the particular individual interests to the common truths deemed necessary for the good, and contributions citizens survival of Singapore. Political can make to the country. Active leaders wield direct influence citizens, it is believed, will not over citizenship education, with flinch from performing their

58 Taking action for change: Educating for youth civic engagement and activism

duties nor endanger the unity citizenship education in Singapore experimentation with citizenship of the nation. Active citizenship is nation-centric and concerned education through the years is largely emphasizes the practice with the process of socializing the focus on inculcating in young of consensual politics among its young people into the official people a set of values, known as citizens where civic virtue is mainly narrative known as the ‘Singapore ‘The Shared Values’ (1991) which defined as grassroots volunteerism Story’. Pedagogically, citizenship consists of: in which people organize to help education aims to: each other without having uuNation before community and political ambition. uutransmit the salient knowledge society before self of how Singapore became a uuFamily as the basic unit of However, the impact of nation, the challenges and society globalization has made the political vulnerabilities that are unique in leaders anxious about their ability Singapore; uuCommunity support and respect to sustain prosperity and to for the individual uudevelop the right instincts to engage young Singaporeans. The bond together as a nation, and uuConsensus, not conflict local landscape has also evolved maintain the will to survive and dramatically, with greater social uuRacial and religious harmony. prosper in the uncertain world class differences, the emergence (Lee, 1997). of new lifestyles, and the The Shared Values harked back to widespread use of social media, a communitarian ethic, stressing Meritocracy and multiracialism discipline, family, consensus, reflecting greater affluence and form the bedrock of values. individualizing tendencies. Younger respect for authority and sacrifice Included in this set of values are for the collective. Singaporeans, growing up amidst also the qualities associated with relative affluence when Singapore citizens in a developmental state, Character and Citizenship advanced from a fledgling nation such as discipline and hard work. At Education (CCE), implemented to a cosmopolitan city, are well- various times, the political leaders in 2014 in all schools, is the educated, widely travelled, and have been concerned that the latest citizenship education technologically savvy. They value developmental aims of Singapore, initiative. Unlike past citizenship freedom and individual choice. and even social cohesion and the education curricula that were They have diverse needs and country’s very survival, could be programmatic or subject-based, aspirations, with many wanting at risk. Consequently, citizenship CCE is a total curriculum, shifting more control in personal spheres education has been reworked the focus “from programmes to and more say in the collective repeatedly over the years, with the a common purpose”, fusing the decision-making. But the culture in emphasis at various times being citizenship outcomes with the Singapore still largely encourages on moral education, civics, history desired outcomes of education in acceptance of authoritarianism education and, latterly, character Singapore (MoE CCE Syllabus, 2014, and paternalism, with the nature education. p. 1). While this elevates the status of the polity under the PAP and emphasizes the significance characterized by a centralized Moral education and citizenship of citizenship education in schools, power structure and a close elitist are closely integrated, reflected, there are also potential issues. policy-making apparatus. for example, in how the mandatory For example, one of the guiding subject, Civics and Moral Education, principles for teaching and learning is organized. Morality however has CCE states that, “[e]very teacher Teaching and learning been treated instrumentally to is a CCE teacher”. While this is an (pedagogical) activities hold Singapore’s pluralistic society ideal, the reality may be that not and approaches together and provide cultural all teachers are ready and/or ballast to perceived erosion of The focus of citizenship education sufficiently competent to be ‘Asian values’ when Singapore has been to develop the kind citizenship educators, a role that in industrialized in the 1970s and as of citizens who would support the past had often been assumed it becomes increasingly globalized the developmental aims of the by the humanities educators today. Consistent across the various state. Hence, the conception of when citizenship education was

59 Taking action for change: Educating for youth civic engagement and activism

programmatic and/or subject- the skill and experience in handling uuSingapore International based. controversial issues in the class. Foundation https://www.sif.org. For those who attempt to push sg/about/vision-mission A shift has taken place in CCE the boundaries advocating for where the value of the individual particular causes, at the back of The next four sites are not from the is given greater attention. their mind is often the fear of government sector: Principles such as “self-worthy” overstepping the boundaries and uuthe Halogen Foundation: and “the intrinsic worth of all the ensuing consequences. Building Young Leaders and people”, recognizing that “he [the Entrepreneurs https://halogen. citizen] has a duty to himself”, and sg/about/ demonstrating “moral courage Resource support and uuUnited Nations Association of to stand up for what is right” are professional learning articulated when defining the Singapore http://www.unas. core CCE values. The adoption of initiatives underway org.sg Given that schooling is the main multiple perspectives on issues and uuCommunity for Advocacy and source of formal citizenship civil sensibility to “graciously agree Political Education http://cape. education in Singapore, MoE gives to disagree” have been encouraged commons.yale-nus.edu.sg/ (MoE CCE Syllabus, 2014, p. 18). importance to it in terms of formal However, despite these changes, curricular time and resources. All uuInter University LGBT Network, developing active citizenship still CCE and social studies teachers Singapore https://www.facebook. remains depoliticized, limited have to attend CCE-related com/InterUniLGBTNetwork/ within the context of voluntary and professional development courses The last one, an online practitioner community work. to stay up-to-date in the relevant knowledge and citizenship journal, provides ideas and practices pedagogy. In the MoE, the Student by teachers and teacher educators and is specifically relevant for Some of the more specific Development Curriculum Division was recently set up to develop humanities and social studies challenges arising for and monitor the CCE curriculum teachers’ professional learning. educators and support CCE teachers in uuHSSE Online: Research and Given the tight system of political schools. More information about Practice in Humanities and Social control and a prescribed citizenship the formal CCE curriculum can be Studies Education, http://www. education curriculum, it is not found on this site: https://www. hsseonline.edu.sg uncommon that educators found moe.gov.sg/education/syllabuses/ it challenging to discuss certain character-citizenship-education. In summary, citizenship education issues in class, especially issues Schools usually dedicate a page on in Singapore is a dominantly pertaining to race and religion. their own websites to showcase socializing force to induct children They are also hesitant about raising their respective CCE activities and into existing cultural values, issues that are relevant but may be resources. behaviours and practices. But controversial in class. In the same it needs to be also a counter- vein, some educators have also The following four sites are resource socializing force, a platform raised the question to what extent support for youth engagement and for students to think about they could critique the government. activism from the government or the root causes of problems, This relates to Singapore’s ‘OB’ quasi government sector: and challenge existing social, or ‘out of bounds markers’ which economic, and political norms uuthe Ministry of Community, the government coined in 1991 to Culture and Youth Singapore as a way to strengthen society. refer to the supposed boundaries Most governments are inclined https://www.mccy.gov.sg or limits of acceptable public to keep the status quo and avoid discourse. OB markers are those uuthe National Youth Council confronting structural injustices. issues that the government Singapore https://www.nyc.gov. But with growing income divide in considers to be too sensitive or sg/en Singapore and the ensuing social potentially destabilizing to public uuYouth Corps Singapore https:// issues, citizenship education needs order. Educators in general lack www.youthcorps.sg/en to be more critically-reflexive

60 Taking action for change: Educating for youth civic engagement and activism

(Krishnasamy, Sim, & Chua, 2018; Inter-University LGBT Network, REFERENCES Sim, Chua, & Krishnasamy, 2017). are bottom-up initiatives by Krishnasamy, M., Sim, J. B.-Y., & Chua, Critically-reflexive citizens are young people for young people. S. (2018), Rocking the boat: Critical committed to the improvement Though not a norm in Singapore, reflexivity in social studies teachers. The of their pluralistic society and there are a handful of young Journal of Social Studies Education in Asia, 7, pp. 1–18. its role in the global community. people who demonstrate what They can serve as thoughtful critically-reflexive citizenship can Lee, H. L. (1997). Developing a shared and constructive critics of public look like, advocating for political sense of nationhood. Speech at the launch of National Education. Retrieved on 30 policies and practices in their quest literacy among young people Jan 2019, from http://www.nas.gov.sg/ to improve the quality of life in and challenging discriminatory archivesonline/data/pdfdoc/1997051607/ their community. practices in the context of LGBTQ. lhl19970517s.pdf The third sample practice, 7.3 RG- Ministry of Education (2014). Character In view of the fact that much of MUNC is an example of a student- and Citizenship Education syllabus. this chapter has focused on state- initiated club/practice within the Retrieved on 30 Jan 2019, from https:// driven formal citizenship education formal school setting to develop www.moe.gov.sg/education/syllabuses/ character-citizenship-education in Singapore schools, three non- interest in current affairs among formal sample practices were young people. Sim, J. B.-Y., Chua, S., & Krishnasamy, M. (2017). ‘Riding the citizenship wagon’: deliberately selected to provide Citizenship conceptions of social studies a more balanced perspective of teachers in Singapore. Teaching and what is also happening among Teacher Education, 63, pp. 92–102. young people in Singapore. Two The Shared Values (1991). Shared Values. of the three sample practices, Retrieved on 30 Jan 2019, from http:// 7.1 Community for Advocacy and eresources.nlb.gov.sg/infopedia/articles/ Political Education (CAPE) and 7.2 SIP_542_2004-12-18.html

61 Taking action for change: Educating for youth civic engagement and activism

7.1 Community for Advocacy and Political Education (CAPE) Daryl Yang, Yale-NUS College, National University of Singapore stablished to increase an opportunity and a challenge. There however remain two political literacy and promote It has been an opportunity for key challenges to CAPE’s work: Edemocratic participation among examining issues through different commitment and caution. students and young people of lenses and engaging with them Firstly, because of the intensive Singapore, CAPE is a student using a plethora of methods. demands of tertiary education organization that brings together At the same time it has been and the growing competition students from diverse disciplines a challenge organizationally in in employment, many students with heterogenous interests in terms of volunteer management are interested but unwilling to social and political issues. It aims and organizational management. commit themselves to CAPE. This is to achieve its mission through Nevertheless, because the team is because they often have competing three types of programmes: relatively young, it has been open demands for their time and CAPE advocacy, political education and to changes and restructuring to offers little personal benefit in community outreach. best fit both the group’s objectives terms of employability. Secondly, and its personalities. the political landscape in Singapore Advocacy projects aim to build has led some members to adopt capacity among aspiring and active Apart from the substantive spread a cautious approach towards their advocates through skills-training of knowledge and ideas, CAPE’s work. While this is beneficial in (e.g. Student Activism Forum) work also has an expressive effect. terms of avoiding any potential and resource development (e.g. Through its members’ engagement reprisal from the state, it has also Advocacy Toolkit), and to advocate with the political process, it is sometimes led to self-imposed for the strengthening of democratic able to demystify and mainstream barriers on what can be done or institutions and values (e.g. the notion of advocacy that said and a reluctance about pushing Parliament Tracker; various Public has historically been associated the boundaries too far. Statements). Political education with negative connotations and programmes seek to simplify and consequences. This has a positive In sum, CAPE’s projects aim to explain political processes (Political effect in terms of encouraging empower individuals to adopt a Processes Series and related more people to participate and more critical and engaged attitude resources), laws (e.g. on Elected engage not only with CAPE but and approach towards their socio- Presidency and Penal Code Review also with other civil society political environment. This is in 2018) and current affairs (e.g. organizations and initiatives. response to a prevalent sense CAPE Curator) to make democratic of apathy and disempowerment participation more accessible. Because of its novelty and among Singaporeans as a result Community Outreach aims to appeal, CAPE’s membership has of both the country’s history of promote democratic involvement grown steadily and speaks to a political repression and a lack of among young people beyond the growing interest among young knowledge transmission in the universities such as students in pre- Singaporeans about new ways education system and the media university institutions by partnering of community and political about politics and policy. with other organizations and engagement. The group adopts institutions (e.g. Advocacy 101 and collaboration as an effective TO LEARN MORE: Human Rights 101 Workshops with growth strategy by building various Junior Colleges). relationships with partners across http://cape.commons.yale-nus.edu.sg/ the political spectrum. By doing so, CAPE’s work often overlaps they are able to foster a space for and intersects across the three critical engagement and reach out branches. This has been both to a wider range of audience.

62 Taking action for change: Educating for youth civic engagement and activism

7.2 The Inter-University LGBT Network (IULN) Rachel Yeo, Nanyang Technological University he Inter-University LGBT law and why it remains on advocate for a more inclusive Network (IULN) was founded Singapore’s law books today. This workplaces and schools. inT 2016 and comprises five member was organized in collaboration groups across three universities with NUS’ Community for The Network is not formally in Singapore. The member groups Advocacy and Political Education recognized by Singapore are: Gender Collective, The G (CAPE) and Yale-NUS’ G Spot. universities. Recognition of Spot, tFreedom, Out To Care, and member groups, however, varies Kaleidoscope. The Network also Support and Outreach efforts by university. Gender Collective works closely with queer university go hand in hand with the (University Scholars’ Programme, support groups outside the IULN Network’s Research and Advocacy National University of Singapore), umbrella, such as Queer NUS and projects. Through conducting The G Spot (Yale-NUS College) SIM/SUSS Gay-Straight Alliance. relevant and incisive research, and tFreedom (Tembusu College, The Network’s goal is to foster safe the Research team aims to National University of Singapore) and inclusive school communities effectively advocate for safer and are each recognized as a student for everyone regardless of sexual more institutional policies and activities club by the various orientation, gender identity and practices. In Singapore, many residential colleges they belong to, expression. It aims to do this LGBT youth in universities do but not on a school-wide level. Out through its support and not have the resources specific To Care (Singapore Management outreach, and research and to their concerns, and this can University) and Kaleidoscope advocacy initiatives. cause feelings of exclusion and (Nanyang Technological stigmatization. The Network University) have no form of The Support and Outreach addresses this by authoring formal recognition, and, because arm creates opportunities for handbooks on sexual assault, of this, the Network faces many queer students to socialize and sexual health, and sexual and difficulties. Due to the exclusion discuss relevant issues in a safe gender diversity. The Network of the Network’s member groups environment. Among other types launched Singapore’s first from university-wide events, of events, this takes the form of handbook for transgender such as open days and freshman Q-Mixers, where students from university students in mid-2018. orientation, the Network relies institutions of higher learning can The resource, which contains solely on social media and word network with allies and fellow information on student housing, of mouth to promote its cause. members of the community. trans-specific support groups and Furthermore, especially in the case Support and Outreach also aims to transitioning, is available for free of Out To Care and Kaleidoscope, promote an awareness of gender on IULN’s website. Hard copies there is no funding or facilities and sexual identity among the have been available since the for the Network to carry out its wider student body. They recently end of 2018 following the launch activities. The Network relies on assisted in organizing the talk ‘Why of the Alicia Community Centre the goodwill and charity of its Can’t We Just Repeal 377A?’ – a and Oogachaga. The Network’s many volunteers and sponsors. backgrounder on the controversial researchers are also regularly This sometimes limits the scope invited to speak at both public and reach of its efforts. and private events. These serve as opportunities to share the TO LEARN MORE: Research team’s findings and to https://www.facebook.com/ InterUniLGBTNetwork/ https://interunilgbt.wixsite.com/ interunilgbt/books-resources

63 Taking action for change: Educating for youth civic engagement and activism

7.3 Raffles Girls’ School Model United Nations Aliah Shariff, Raffles Girls’ School s part of developing and years, schools have attempted and to sustaining its lifeline. Within heightening student interest to make MUNs more accessible the club, students’ capabilities are andA participation in global and to students from various schools tiered based on their performances current affairs, Raffles Girls’ School and thus delegates are allocated at the conferences as well as has been a constant participant councils that are based on their the amount of experience they in the Model United Nations own perception of abilities. This have garnered, rather than based (MUN) conferences organized by has helped more novice delegates on their level of study. As such, several schools in Singapore. MUN adapt to the conference as it there are students from lower conferences add value to students’ clusters delegates of similar years who are more capable, in formal education by providing experience and abilities. terms of eloquence and critical them with the opportunity responsiveness to discussions of to engage one another in a The method itself is sophisticated issues, than senior girls. This would simulation of how actual United and there are rules of engagement mean that they can be placed in Nations councils resolve conflicts; as well as protocols that dictate higher-order or expert councils. students often hear about these interactions during council The club is advised by two teacher- in the news but rarely get to lend sessions. These are learning mentors who ensure the sanctity their voices to how such conflicts experiences that are not taught of organization and reliability of can be resolved through their in any formal manner and yet its structure such as managing classroom experiences. This is students often reiterate that such any administrative conundrums often due to lesson objectives in adrenalin-driven sessions are what or internal disputes, as well as which well-crafted resources and kept them coming back to future auditing the club’s finances. content materials are geared to conferences to hone their skills examination preparation. There in public speaking, dialoguing As with any establishment, RG- is little spontaneity or impetus and ensuring that they arrive at a MUNC also faces challenges for responding to unrehearsed consensus to solve global crisis. in several key aspects such as circumstances, which is a critical meeting manpower needs, finding learning experience provided Raffles Girls’ School created a suitable time for internal training through MUN conferences. student-initiated and student- for delegates and ensuring a run club that is dedicated to credible succession of Exco In MUNs, students assume the developing a pool of delegates members. With the kick-in of the roles of delegates representing who are not only interested to gain new financial policy in 2015 which various countries and are the MUN experience but who are stipulates that all delegates are to allocated respective councils also keen to bring this experience be subsidized by the school (50% that work on developing feasible back into their formal classroom co-payment), this effectively limits and respectable resolutions to education. The Raffles Girls’ School the number of delegates that can crisis and issues. Some schools Model UN Club or RG-MUNC for represent the school for any MUN have adapted these councils or short, was recognized formally as there is now a budget to adhere create new interesting councils in 2014 to institutionalize a to. In the past, students were able such as Historic Councils or Crisis structure that comprises selection, to fully fund their participation in Committees. Councils are also training and registering student MUNs, sometimes attending more tiered based on levels of rigour and delegates for MUN conferences. than three in a year. As registration complexity of issues. For instance, The club is administered by an fees amount to anything between as with the actual UN, the Security Exco group of students who are $60 and $80 (or more, several Council is a premier council and in their senior year in RGS. They years back), the school was then typically comprises students are selected primarily based on concerned that students might with experience and depth of their strong sense of passion and not enjoy equal opportunity to knowledge of issues. In recent commitment to grow RG-MUNC participate. As such, a budget to

64 Taking action for change: Educating for youth civic engagement and activism

co-sponsor the delegates was demanding and challenging as initiated and thus, with this financial a fully fledged CCA, if not more. method of ringfencing, the number Exco members have to manage of students that now represent registration, training and selection the school has gone down from of delegates for various MUNs, 40–60 during the period of self- typically about 12 in a year with financing to now just 20 (or less) about 10 of them within the first per MUN. As part of adhering to school semester. Nonetheless, this policy, students who represent a dedicated group of about 4–6 the school would be recognized Exco members have successfully formally through the Leadership, continued and sustained the club’s Enrichment, Achievement, operations since 2013. Participation and Service (LEAPS) record, thus discouraging Over the years, RG-MUNC has independent sign-ups. seen its student delegates grow in competence and knowledge of As RG-MUNC is a student-initiated the world around them. Student club and not a Co-Curricular delegates are noted to be clearly Activity (CCA), it does not have more fluent in their discussion the liberty to conduct training for of issues in subjects such as delegates during CCA-allocated humanities and languages. They time frames within the week, are able to construct logical nor does it have the autonomy arguments, communicate to conduct training sessions on effectively to bring across their Saturdays, which are allotted only points of view and conduct for CCAs. However, reasonable research independently. They are appeals made with the school’s able to navigate conversations senior management finally yielded effectively and develop critical some breakthroughs as the club perspectives, and even cynicism, is now allowed to conduct two to policies and formal structures. training sessions on Saturdays Senior girls who have left the within the first school semester. school continue to pursue their passion and interest in the MUN A third challenge would be to circuit, as evidenced by their ensure a credible succession of consistent participation in tertiary- Exco members to continue the level MUNs. MUNs have groomed club’s lifeline. Currently, Exco their leadership skills, with many is managed by the Year 3 and returning to their alma mater as Year 4 students as part of their trainers, advisors or simply to give school-wide leadership and support to their juniors. talent development programme. However, as a non-CCA, the talent TO LEARN MORE: pool for RG-MUNC Exco is small as students tend to be heavily RG-MUNC does not have a website. This is the Model United Nations page on the committed in their CCAs and United Nations website that provides are reluctant to helm the club, an overview of MUN: https://outreach. whose administrative work is both un.org/mun/

65 Taking action for change: Educating for youth civic engagement and activism

8 Pedagogical considerations for civic engagement teaching and learning: Parting summary comments and reflections

n this Resource, we have largely on classroom and school- Mark Evans, Ian Davies, briefly explored shifting wide pedagogical practices that understandings of what it explicitly encouraged planned Márta Fülöp, Dina Kiwan, means to educate for youth and deliberate attention to Andrew Peterson and Icivic engagement in formal and more knowledge acquisition, Jasmine B.-Y. Sim less formal education contexts conceptual understanding, and across and within six countries higher order thinking in relation in which our investigations were to more formal civic structures undertaken. Particular attention and processes (‘learning about’ has been paid to the variant and ‘thinking about’ rather than ways in which educating for civic ‘engaging in’). While we are engagement and activism has been certainly not disparaging an envisaged and approached, and educational focus on voting and to those historical influences and other more formal civic activities, contextual factors propelling these we do suggest that much of this shifts. We have focused mostly on work envisaged rather particular schools and less formal learning forms of engagement, often settings as they offer conditions ignoring broader ‘participatory’ where civic learning may be considerations. And perhaps learned and practised, ranging most of the effort that has from the introduction of key civic been directed towards young concepts, issues and processes of people has been motivated by informed democratic citizenship to seeing certain limited forms of the development of basic/critical engagement as being obviously capacities of civic literacy. These and intrinsically ‘good’, in which contexts also provide opportunities action and not critical reflection for youth to investigate, practise is needed and considerations and reflect upon ‘new’ forms of of the highly political aspects engagement and activism (e.g. of ‘voluntary’ participation recognizing and verifying reliable were ignored. There is always a information, forms of deliberative relationship between education dialogue and managing conflict, and engagement: what matters and the use of new digital tools is whether we as educators are and online social networks). sufficiently prepared to recognize that point and consider which Pedagogical studies focusing on aims we wish to adopt, whether civic engagement teaching and or not we create discrete learning undertaken during the programmes, and/or what 20th century tended to focus contexts we include.

66 Taking action for change: Educating for youth civic engagement and activism

Studies late in the 20th century and policies, issues of identity considerations about the revealed increasing attention and personal capacity building, role education is playing and to substantive public issue shifting conceptions of youth, might play in assisting young investigation (from the local to understandings of fairness and people to develop deepened the global), critical judgement social justice, and the work of understandings of civic issues and communication, personal educators, for example, are and the capacities needed for and interpersonal understanding, increasingly interwoven across meaningful engagement. And provision for community these practices and associated without having clear and simple engagement, and an increasing with meaningful, democratic ‘answers’ about what this variety focus on real-life themes, issues, habits of engagement, with means, we have through this contexts, and performances. A the intent to lead to significant project been stimulated to review of more recent explorations benefits about enhancing continue asking whether we are into democratic civic engagement knowledge, promoting efficacy now experiencing an emphasis pedagogy reveals a further and increasing participation for on dynamically critical education broadening and deepening of individuals and society, within and as a result of the realization that understandings and practices. beyond countries. It is interesting thinking and action about and Increasing attention to more to note that certain areas of for engagement is expansive distinctive dimensions of civic commonality are apparent and achieved in relation to an engagement pedagogy (e.g. across the shared practices. intersectional characterization promising learning experiences, It is increasingly evident, for of social justice. We hope so. But instructional and assessment example, that educating for we need to maintain a critical considerations, responsiveness civic engagement is undergoing approach ourselves and continue to equity and learner diversity, a gradual transition from an to ask about the coherence of digital/social media and platforms, emphasis on civic responsibility current work in which we have pedagogical cultures of schools, and formal political structures some sense of who wants what, for local to global considerations, and and processes as they are to what purposes, and whether or not effective modes of professional more recent characterizations they are likely to achieve it. learning) and their intersections that encourage more exploratory, is offering educators an array of collaborative, critical, and digital In Chapter 1, we offered ideas to inform and guide their understandings and expressions an overview of certain key pedagogical practice. of engagement with public pedagogical considerations questions and issues, from the associated with ‘educating for Evidence of these shifts (which local to the global. civic engagement’ that emerged are overlapping, and where there from a review of a variety of is evidence of much continuity While these examples indicate studies explicitly associated with of thinking and practice as well the extremely valuable work that ‘educating for civic engagement’, as change) is found in spheres of is already taking place, we do not revealing deepening and shifting educational research, curriculum claim that they are representative understandings and intentions. policy reform and pedagogical in any way and we are not arguing We cannot be definite about practice across the six countries. for some simplistic policy-/ what trends exist in the field The country-specific chapters pedagogy-borrowing to take of education and engagement, and examples of promising place. Rather, we are suggesting but perhaps we are moving practice presented illustrate a that the practices provided give towards a broader spectrum of range of interesting and varied some general indications of what interconnected, pedagogical approaches and highlight the we regard as exciting, innovative, considerations that is mindful of multidimensional, dynamic and valuable educational work. the following: often distinctive character of Significant work, exploring and what it means to educate for integrating new understandings civic engagement. They also of civic engagement pedagogy, reveal how broader contextual is underway worldwide, offering factors, educational research an array of helpful ideas and

67 Taking action for change: Educating for youth civic engagement and activism

Real-life and relevant political questions and issues Developing and experiences Varied ways of understandings of knowing and active subject-specific, involvement in the ‘fit for purpose’ learning process practices

Attention to safety, Opportunities to engage in wellbeing and enquiry-based learning – self-reflection and building skills/capacities PEDAGOGICAL associated with enquiry CONSIDERATIONS FOR YOUTH CIVIC ENGAGEMENT Varied learning Building capacities for approaches and decision-making, public practices that are issue investigation, equitable and responsive ethical thinking, peace- to learner diversity building and conflict (this is critical) management

Community Collaboration connections and deliberative and experiential discussion learning Opportunities to engage with complexity and criticality

In doing so, however, we are controversial concepts and issues, opportunities that are provided reminded of the range of issues and varied understandings of in formal and informal learning (e.g. power imbalance between engagement among students contexts to make meaning of these Global North and South, historical with differing identity affiliations, experiences and to propel deeper injustices and colonialism) still for example, signal a variety of civic engagement in public affairs needing to be addressed. The challenges. These challenges are (from the local to the global). We do above points are deliberately not further exacerbated by a variety of not wish to provide a simplistic list of presented simplistically. We have contextual factors associated with recommendations, but we would like neither established categories social and educational change. to offer the following as points from nor privileged some things above which valuable work may emerge. others. We do feel sufficiently As research continues to reveal confident, however, to suggest deepened understandings of youth uuLearning about and for equity that implementation of all the civic engagement pedagogy, it and social justice through above remains mostly nominal and is imperative that educational exploring controversial issues, fragmented. A continuing culture stakeholders acknowledge and using participatory activities, is of ‘transmission’-oriented teaching be responsive to the disconnects often under-addressed or avoided. and learning, ambiguous curriculum between the ways that youth are In order to promote critical policy constructs, undertones participating in civic affairs (and understanding and engagement, of compliance, an avoidance of the reasons why) and the learning we need to reduce the emphasis

68 Taking action for change: Educating for youth civic engagement and activism

on transmission-oriented and and about engagement relevant connections are between aims and passive forms of education. We to social justice. Broad principles pedagogies; how we may judge the suggest that recognition of learner of educational change require our effectiveness of teacher education diversity through conceptually understanding, so that classroom programmes; and how assessment based critical interaction will and school environments, may be developed, are examples require ongoing professional teaching and learning practices, of essential questions. There are support. learner diversity and voice, school many others. leadership, community connections uuCurriculum content and design uuWe recommend close attention to can inform – and be shaped by – should be framed in ways that are informal and formal education. We our actions. engaging to learners. We suggest prefer generally full recognition of that the following are helpful to uuTeachers are (obviously) key players the value of explicit and discrete enhancing motivation: cultural in the development of education provision. If this is developed relevance, real-life connections, about and for social justice through appreciation of learner student input, and multiple understanding and action. As such, diversity, recognizing the need for perspectives of social justice. professional learning support for adaptability to shifting aims arising Students need to have a sense of teachers (initial and continuing) from local and global forces, then it belonging as they learn, if they and a steadfast focus on student will be possible to make progress. are to make sense of ideas and learning are paramount, if the uuSustaining progress is vital and it is issues, and enhance their feeling quality of citizenship education more likely to be achieved if there of purpose and efficacy. Asking learning experiences is to be is strong intercultural awareness about fairness from a variety improved and sustained. and commitment. A collaborative of perspectives is full of human uuProfessional learning should effort that includes practitioners, interest and educational potential. be ongoing, job-embedded, administrators, researchers, uuWe need to recognize competing politically aware, and academically policy-makers, and community discourses across and within informed in ways that include partners working together over theory, policy, and professional clear links between professional the long term will facilitate and other practices. It is necessary development goals and student meaningful change. We believe to recognize the inevitable learning. It is possible to establish that the richness and depth of the contestation around goal professional learning teams work we studied warrant serious priority, and the achievement and mentoring, in part through consideration in future discussions of appropriate depth regarding supportive and involved school by those working in – and with – coverage of ideas and issues. leadership. Professional learning schools and informal settings that Generally, the link between policy communities (face-to-face and aim to improve student learning and practice is often assumed too online), for example, are an and democratic engagement. simplistically. The clear, coherent effective and acceptable means and consistently expressed for educators to re-examine their It is vital to recognize many currently characterization of curriculum and knowledge and beliefs around unresolved challenges. Educating pedagogical orientations need not their practices and connect theory for civic engagement and activism be inconsistent with the dynamic and practice. It is possible to today remains very much a work in flexibility that is connected with create opportunities for intelligent progress. As countries continue to the needs of learners and the professionalism in ways that are grapple with these challenges, it is changing contexts of social justice. attractive to teachers; purposeful, hoped that understandings gained idealistic, practical, low risk, data from recent experiences across the uuThe recommendation above for driven, efficient and effective. six nations outlined in this Resource a certain degree of flexibility will be helpful in considering and requires care. Political shifts, uuA partnership between researchers prompting questions about recent power imbalances, historical and practitioners is helpful for developments in civics and citizenship injustices, a crowded curriculum promoting education about and education and for anticipating and with competing priorities, and for social justice engagement. The engaging with the challenges that lie hierarchical school cultures questions that focus their attention ahead, in light of differing cultural, might mitigate against the need careful consideration. How social, and political contexts. development for education for to include all learners; what the

69 Taking action for change: Educating for youth civic engagement and activism

Annotated list of online resources

1YOUTH AMNESTY INTERNATIONAL Serhiy Kovalchuk, 1Youth is a community of young people Amnesty International is an international Research Associate from all walks of life, united in the organization concerned with the and Lecturer, University common passion for love and service to protection of human rights around the all. 1Youth volunteers get together on world. For young people and educators, of Toronto weekends in a bid to solve the problems the website provides a youth activist facing society through heartfelt and toolkit which is comprised of information Maria Vamvalis, PhD hands-on service. Projects include on how to start a new youth group, plan reaching out to children from low income a campaign, get new members, invite an candidate, Ontario Institute and vulnerable families in Singapore to Amnesty speaker to visit a school, and for Studies in Education provide them with holistic healthcare. lobby politicians. https://www.1youth.com https://www.amnesty.org.uk/youth- activist-toolkit his annotated resource list ALBERTA TEACHERS’ provides a sampling of a ASSOCIATION SOCIAL ASSOCIATION FOR wide range of classroom, STUDIES COUNCIL (ATASSC) CITIZENSHIP TEACHING (ACT) schoolwide, and community-based The Social Studies Council of the Alberta ACT aims to support teachers and approachesT and practices, selected Teachers’ Association is dedicated to others involved in citizenship education through wide-ranging citizenship for their relevance on themes and the consistent improvement in the teaching of social studies in the province. education projects, diverse professional issues related to youth engagement To support them in achieving this development opportunities, advocacy and activism primarily from the objective, the ATASSC has established and policy initiatives, regional support six countries investigated and for regional councils, hosts professional networks, high-quality teaching materials, and timely citizenship their ability to raise awareness learning sessions, promotes dialogue on curriculum issues, offers workshops, education news. ACT’s website provides of the complicated nature of this and invites keynote speakers to address essential information about citizenship work for educators. It includes members. In addition to these activities, and citizenship education as well as resources prepared by educators, the Council creates and disseminates membership access to curriculum and researchers, governmental and two publications to members: the Focus assessment resources, including the journal Teaching Citizenship. intergovernmental organizations, newsletter and an e-journal titled One World in Dialogue. https://www.teachingcitizenship.org.uk/ non-governmental organizations, https://www.teachers.ab.ca/For%20 not-for-profit, external agencies Members/Professional%20Development/ ASSOCIATION FOR and networks, and professional Specialist%20Councils/Council%20 DEMOCRATIC EDUCATION organizations. Directory/Pages/Social%20Studies%20 Council.aspx AND LEARNING (DEMOKRATIKUS NEVELÉSÉRT ÉS TANULÁSÉRT KÖZHASZNÚ EGYESÜLET) (AVAILABLE ONLY IN HUNGARIAN) This Association was founded in 2010. It is a member of the European Democratic Education Community-EUDEC). The main goal is to establish democracy in educational institutions. They organize regular training for teachers to make democratic educational methods more widely available. http://www.demokratikusneveles.hu/ The association organizes regular conferences: http://www.dem-nev.eu/

70 Taking action for change: Educating for youth civic engagement and activism

AUSTRALIAN CAPITAL BAGÁZS PUBLIC BENEFIT CANADIAN BROADCASTING TERRITORY LEGISLATIVE ASSOCIATION CORPORATION/RADIO ASSEMBLY EDUCATION BAGázs is concerned with improving CANADA: CURIO.CA – PROGRAMS the status of Roma people in Hungary. SHARPEN YOUR MIND It offers programs to Roma families The Assembly offers education programs This resource provides teachers and – children and adults – in settlement that promote an understanding and students with streaming access to communities, which include: children’s appreciation of the role and significance an extensive collection from the CBC educational programs, legal clinic and of the Legislative Assembly for diverse and Radio Canada’s archives in the debt management, adult education, job groups, including school-aged youth and form of documentaries, news reports, hunt, women’s groups, mentoring, and professional development for teachers. archival footage, and stock shots. family consultations. BAGázs’ website Key initiatives include 30–60-minute Themes of various footage include contains information about its different programs centered on meeting legislative explorations of discrimination, LGBTQ+ programs and volunteering opportunities members, observing council debates and rights, Indigenous history, Inuit culture, with the organization. learning how members are elected. Full- contemporary Indigenous voices, https://bagazs.org/about- day programs for grades 7–12 students refugees and asylum seekers, black bagazs/?lang=en include role play and parliamentary history, and Canadian history. debates, as well as a two-day constitution https://curio.ca/en/guides/social- convention for grade 11 students. BRITISH COLUMBIA SOCIAL studies-1968/ https://www.parliament.act.gov.au/ STUDIES TEACHERS’ Explore-your-Assembly/education- ASSOCIATION (BCSSTA) CANADA WORLD YOUTH programs The Association is a provincial specialist (CWY) AUSTRALIAN STUDENT association that works to improve, CWY is a development organization that support and promote the teaching of ENVIRONMENT NETWORK nurtures youth leadership in partnership social studies in British Columbia. The with local development organizations in (ASEN) association works to ensure that the six countries: Bolivia, Ghana, Indonesia, curriculum is up to date, liaises with ASEN connects diverse student Peru, Senegal and Tanzania, as well as in the Ministry of Education, develops environmental groups from across partnership with Indigenous communities and highlights teaching resources, Australia to build grassroots movements in Canada. In addition, CWY offers a and provides professional learning and campaigns in support of sustainable Global Learner program where young opportunities and tips to teachers. and regenerative culture shifts and people engage in learning experiences In addition, the BCSSTA hosts an ecological justice. The network is in China or Poland in order to develop annual conference focused on teacher committed to transformative and an appreciation and understanding of professional learning. empowering action on a range of pressing diverse cultures, histories, societies and https://bcssta.wordpress.com environmental and social issues and works languages. in solidarity with the principle of Aboriginal http://canadaworldyouth.org sovereignty. The website offers diverse BRITISH YOUTH COUNCIL resources to support movement, campaign (BYC) CANADIAN ROOTS EXCHANGE building and youth activism, including a ‘zine library. In addition, ASEN runs an Consisting of more than 200 member Canadian Roots Exchange aims to annual training camp to build capacity in organizations, the BYC aims to empower build bridges between Indigenous and bringing social and environmental change young people aged 25 and under to non-Indigenous youth and develop through activism. get involved locally, nationally, and youth leadership capacities to engage https://asen.org.au internationally so that they can influence in the process of reconciliation. One and inform the decisions that affect their key programming initiative includes lives. The BYC runs a number of youth- leadership programs where youth AUSTRALIAN YOUTH AFFAIRS led networks and programmes, offers between the ages of 18–29 develop COALITION (AYAC) training programmes to young people, conflict resolution skills, understand and organizes campaigns on issues that processes of reconciliation and This NGO represents and provides matter to young people. The website decolonization, and gain understandings support for Australian youth between provides information about the ways of Indigenous histories and contemporary the ages 12–25 by enabling debate on in which one can get involved with the issues before being responsible for key issues, developing policy platforms BYC, the training programmes it offers leading reconciliation events in their own and submissions, and issuing media to youth-based organizations, and its communities. Additional programming releases. Policy submissions, reports and ongoing campaigns. initiatives are youth exchanges and platforms have centered around issues https://www.byc.org.uk/ national youth gatherings. such as youth participation and political http://canadianroots.ca engagement, diversity and inclusion, mental health, juvenile justice, income support, youth’s role in work, housing and homelessness, gender identity and sexual orientation, and health and wellbeing. https://ayac.org.au/

71 Taking action for change: Educating for youth civic engagement and activism

CARA-FRIEND CENTRE FOR LEBANESE CIVIX CITIZENSHIP Cara-Friend works to support and STUDIES EDUCATION RESOURCES empower LGBTQ+ young people aged The Centre for Lebanese Studies offers CIVIX is a non-partisan, national registered 12–25 in Northern Ireland. It does so programming and training for History charity providing experiential civic through regional LGBTQ+ youth groups, educators on nurturing historical education programming and supporting one-to-one support for individuals, thinking in their pedagogical approaches. resources that nurture active, engaged awareness training for professionals and Workshops are offered on topics such citizenship in young Canadians. Its volunteers, community development as the skilful use of archives, effective experiential programming includes Student and outreach campaigns, the LGBT digital citizenship, developing young Vote, Student Budget Consultations and Switchboard, and the LGBTQ+ Inclusive historians, enhancing historical teaching Newswire, providing students with active Schools Programme. Its website skills, and using the big ideas of evidence experiences in elections, governance, and contains a variety of resources to help and continuity and change in the democratic access to information. Their LGBTQ+ young people and those who History classroom. The Centre also offers website provides educators with access to support them. workshops to support History teachers in short videos and lesson plans on topics like https://cara-friend.org.uk/lgbtq-youth/ how to effectively integrate technology government and democracy, the right to into their classrooms. Topics cover basic vote, levels of government, parliamentary CARITAS AUSTRALIA FOR digital skills, digital presentation skills democracy, elections, municipal SCHOOLS and research skills. governance and school boards. https://www.lebanesestudies.com/ http://civix.ca/resources/multi-media-tools/ Caritas Australia’s educational programs/history-education/ programming for schools is centered on COMMUNITY ECONOMIC core Catholic teachings to end poverty, CHEN, J. & GOODREAU, promote justice and uphold human AND SOCIAL DEVELOPMENT dignity. Diverse educational resources J. (2009). EDUCATIONAL CENTRE (AVAILABLE ONLY IN for primary and secondary classrooms ACTIVISM: RESOURCES FOR HUNGARIAN) include posters, quizzes, presentations, CHANGE. A OISE/OSSTF/ HROD is a social enterprise independent of films and film guides, project ideas, UNICEF PARTNERSHIP lessons and workbooks that center on political, state and support organizations. key Catholic themes and teachings. RESOURCE. Their main goal is to help communities become sustainable for their own benefit Educational programming includes Just This comprehensive compilation of and for their environment. The website Leadership days with activities and resources related to social justice is the lists the areas in which they can help, e.g. discussions centered on global education result of a partnership between UNICEF, Strategic development and consulting and citizenship, as well as professional the Ontario Secondary Schools Teachers’ or Project management. They organize development programs for teachers. Federation (OSSTF) and the Ontario training such as Community Planning https://www.caritas.org.au/learn/schools Institute for Studies in Education (OISE). Techniques Training for teachers and The website hosts a series of resources everybody who is interested in and including profiles of educational activists, CENTER FOR EDUCATIONAL provides leadership education for young FAQs on the pressing questions of RESEARCH AND people, as a contribution to youth policy educational activism such as how to development. On the website are e-books DEVELOPMENT (CERD get involved, resources to support containing partnership programmes and LEBANON) teachers in infusing social justice and learning materials. equity approaches and issues into their CERD is a national organization focused https://hrod.hu/ classroom, activist planning tools to on modernizing and developing the facilitate the creation and design of social educational sector in Lebanon. It supports justice workshops, school improvement COMMUNITY FOR ADVOCACY curriculum enhancement and learning plans and workshops. opportunities that focus on supporting the AND POLITICAL EDUCATION https://www.oise.utoronto.ca/edactivism/ development of both learners and citizens. (CAPE) index.html The organization engages in diverse CAPE is a student-led organization that projects, publishes reports, and offers aims to foster active citizenry by promoting teacher training to improve educational political literacy and civic participation outcomes within Lebanon. among young people. Its website contains https://www.crdp.org/?la=en information about its projects that range from monitoring the parliamentary process in Singapore and aggregating news about local politics to documenting examples of Singaporean social activism and facilitating workshops and discussions on civic education and socio-political issues. The CAPE website also provides a number of resources on civil society, political processes, and civic issues. http://cape.commons.yale-nus.edu.sg/

72 Taking action for change: Educating for youth civic engagement and activism

CROMO ALAPÍTVÁNY/CROMO FACING HISTORY AND GATI, A. (2010). FOUNDATION (AVAILABLE OURSELVES: CANADA ACTIVE CITIZENSHIP IN ONLY IN HUNGARIAN) Facing History and Ourselves provides INTERNATIONAL COMPARISON The three principal aims of the a series of tools, resources, lessons and (AKTÍV ÁLLAMPOLGÁRSÁG Foundation focus on the modern civil professional development opportunities MAGYARORSZÁGON society, the inclusive society and the to support educators in promoting NEMZEKÖZI empathy, respect and critical readings of cooperating local society. It provides ÖSSZEHASONLÍTÁSBAN). training, summer camps, sport events, historical and current events and issues. and workshops in connection with Lessons and resources are clustered (AVAILABLE ONLY IN these projects for companies as well as under several key themes including HUNGARIAN) for children or local communities. The democracy and civic engagement, This is a comprehensive summary of website also contains blog posts on how antisemitism, genocide and mass the history of citizenship education and to practise democracy and a special violence, the Holocaust, bullying and all the available research that has been project for teenagers and their parents ostracism, and global immigration. carried out within Hungary, focusing on how to use media and mobile phones The website features a comprehensive on Hungarian youth, and also the without dependency. collection of constructivist pedagogical international comparative studies, e.g. https://www.cromoalapitvany.hu/?l=en approaches in addition to a lending library of key resources. the data on youth in Eurobarometer. https://www.facinghistory.org/about-us/ There are two chapters devoted to DAOU, F. (ED.) (2012). offices/canada citizenship education, also listing the EDUCATION AS CO- necessary competencies of teachers to EXISTENCE. BEIRUT: ST. PAUL be able to educate active citizens. FIRST NATIONS, MÉTIS & http://ess.tk.mta.hu/wp-content/ EDITIONS/ADYAN. INUIT EDUCATION COUNCIL uploads/2013/04/Gati_Annamaria_TARKI_ This book, published by the Adyan (FNMIEC) TUDOK.pdf Foundation, emerged from workshops FNMIEC is a specialist council of the and seminars that invited collaborative Alberta Teachers’ Federation. The GLOBAL JUSTICE NOW dialogue across stakeholders within Council supports both Indigenous and education on the issues of diversity Global Justice Now is a democratic social non-Indigenous teachers to incorporate and co-existence. Its aim is to create justice organization working as part of Indigenous ways of knowing, Indigenous a foundation for the development a global movement to challenge the history, and Indigenous perspectives into of educational policies that nurture powerful and create a more just and the provincial curriculum, in addition inclusivity, cultural and religious diversity, equal world. Its campaigns span areas to advocating for Indigenous students. and individual uniqueness in the face of such as trade, migration, pharmaceuticals, The Council achieves its objectives increasing polarization and sectarianism. aid, climate and energy, and food. The by offering professional development http://adyanfoundation.org/library/ organization has a youth network which opportunities, both preparing and publications/education-on-coexistence/ aims to empower young people to stand highlighting Indigenous resources for up against injustice. The website contains educators to use in their classrooms, and activist resources such as organizing ELECTIONS CANADA: building relationships between schools basics, outreach and events, and ELECTIONS AND DEMOCRACY and community members, including campaign tactics and information about Elders. The Council also hosts an annual the ways young people can get involved The Elections and Democracy tools conference that focuses on bringing with the organization. and resources are designed to support Indigenous issues and perspectives into https://www.globaljustice.org.uk/about-us teaching and learning around national the Alberta education system. and provincial democratic processes https://www.fnmiec.ca/blog and events. Resources can be searched HALOGEN FOUNDATION at either the elementary or secondary The Halogen Foundation is concerned level, and include teacher-tested FOUNDATION FOR with preparing young people for tools and lessons with instructions, DEMOCRATIC YOUTH (FDY) the future through leadership and supporting resources and videos, and an The FDY aims to promote youth entrepreneurship development. Halogen’s assessment rubric. Lesson activity titles development through youth service, website provides information about its include: Does Voting Matter?, Civic Action: democratic debate, and professional different leadership and entrepreneurship Then and Now, Elections By Numbers, and development at the national and programmes, as well as its signature Voting Rules (available in both a grade 5 international levels. Its website contains event – the National Young Leaders and grade 10 version). In addition, there information about its numerous projects, Conference which features luminary are specific provincial and territorial blog posts on democracy-related topics, speakers and leaders from business, social resources available. and the ways in which individuals can change, entertainment and technology https://electionsanddemocracy.ca engage with the organization. fields to inspire young people. Halogen also works with educators to help them facilitate youth engagement. https://halogen.sg/about/

73 Taking action for change: Educating for youth civic engagement and activism

THE HANSARD SOCIETY HISTORY EDUCATION IMAGINE ACTION: THE The Society is devoted to promoting NETWORK/HISTOIRE ET CANADIAN HUMAN RIGHTS democracy and strengthening ÉDUCATION EN RÉSEAU TOOLKIT parliaments in the UK and around the (THEN/HIER, CANADA) This web repository of almost 400 digital world through research and education resources, centered on human rights activities. In addition to political insight THEN/HiER was the first pan-Canadian issues from Kindergarten to Grade 12, is a publications, blogs and a newsletter, the organization devoted to promoting – joint initiative of the Canadian Teachers’ website offers information about the and improving – history teaching and Federation and the Canadian Museum educational programmes offered by the learning by bringing together the of Human Rights. The resources connect Society, which include a combination multiple and varied constituencies to selected literature, media sources, of intensive courses, internships, guest involved in history education: academic and lesson plans that can be used in lectures, and study visits. historians; public historians in museums, the classroom and have been created https://www.hansardsociety.org.uk/ archives and historic sites; practising teachers; researchers based in faculties by diverse educational, not-for-profit of education; and curriculum policy- and charitable groups. The resources HIGH RESOLVES: CREATING makers. The goal of the network was can be searched by language (English or GLOBAL CITIZENS AND to create more research-informed French), province or territory, grade, and LEADERS practice (from kindergarten to graduate subject area. school) and more practice-informed http://www.imagine-action.ca/hr-dp/ High Resolves is an Australian not-for- research through dialogue among profit organization that supports youth these various communities. Two of its INSPIRE DEMOCRACY: in creating a more inclusive, just and primary goals were to improve history KNOWLEDGE FOR CIVIC optimistic world. The organization is education practice and to develop currently expanding globally, but has research-informed assessment of ACTION had a strong presence in Australia history learning, including attention to Inspire Democracy is the research hub of where it has developed both formal citizenship education. Elections Canada that helps in mobilizing and informal educational programming. http://thenhier.ca/en/content/about.html knowledge through data and information It hosts Videos for Change, a national sharing related to youth engagement competition that invites young people in civic action. Research on the site to create a one-minute video to raise HSSE ONLINE: RESEARCH AND relates to issues such as voter turnout, awareness and inspire change on a PRACTICE IN HUMANITIES voter registration data, studies on youth social issue they are passionate about. AND SOCIAL STUDIES participation, facts and studies on The organization recently hosted Ed EDUCATION millennials, how political parties engage Summit 2018 that focused conversations with youth, the impact of civic education, on developing an educational system This peer-reviewed electronic journal and mobilizing youth. The site also committed to 21st-century skills, global publishes articles and teaching resources provides access to useful infographics perspectives, innovative solutions and to inform and improve teaching that can be used in educational contexts, action plans for change. In addition, practice in humanities and social as well as a set of diverse links to other the organization supports curriculum studies education. Publications and tools, resources and databases that can development and programming for resources cover different educational support civic education and engagement schools, and hosts a Base Camp Digital levels (primary, secondary, and junior among youth both in the classroom and Library on its website featuring videos college) and different subject areas in community contexts. that nurture understanding and advocacy (social studies, history, geography, and http://inspirerlademocratie- on important social issues. economics). Articles and resources can inspiredemocracy.ca/index-eng.asp https://highresolves.org be accessed for free. http://www.hsseonline.edu.sg

HUDDLESTON, T. (2004). CITIZENS AND SOCIETY: POLITICAL LITERACY TEACHER RESOURCE PACK. LONDON: HODDER & STOUGHTON. This photocopiable resource pack aims to help teachers to equip students with the skills they need to think about and debate political and social issues. The resource contains lesson plans, case studies and activities, and assessment instruments and will be useful in teaching major political and social issues.

74 Taking action for change: Educating for youth civic engagement and activism

INTERNATIONAL YOUTH INTER-UNIVERSITY LGBT KEMÉNY, ZS., TAKÁCS, WHITE PAPER ON GLOBAL NETWORK D., CHOVÁN, O. (2015). CITIZENSHIP The Network aims to foster safe and CITIZENSHIP EDUCATION The Paper is a collaborative initiative inclusive communities for everyone in IN EUROPE AND IN between The Centre for Global higher learning institutions regardless of HUNGARY (ÁLLAMPOLGÁRI Education, Canadian Commission for their sexual orientation, gender identity, NEVELÉS EURÓPÁBAN and expression. The website provides UNESCO, TakingITGlobal, the Centre ÉS MAGYARORSZÁGON). for Global Citizenship Education and information about its outreach and support Research, The Global Centre for Pluralism, programmes, research and advocacy BUDAPEST: MÉLTÁNYOSSÁG and over 13,000 students from 11 activities and volunteer opportunities, POLITIKAI ELEMZŐ KÖZPONT. countries. Through technology, students as well as access to resources on sexual (AVAILABLE ONLY IN and gender identity, sexual health, and came together in Virtual Town Hall to HUNGARIAN) share their vision of global citizenship sexual assault awareness. The Network and grapple with the question, Is equality also runs a Facebook page where it posts This report compares the status of a goal that erases complexity? This Paper is resources, videos, news, and events citizenship education in Hungary an engaging and insightful contribution related to its activities. to four other European countries: to the ongoing conversation of what it https://www.facebook.com/ Spain, Germany, UK and France. It means to be a global citizen, and how InterUniLGBTNetwork/ summarizes the main features of this is a dynamic, ever-evolving and citizenship education and outlines the contextualized concept. #IWILL main challenges to be addressed by the https://www.pluralism.ca/ educational system and teachers. wp-content/uploads/2017/10/ #iwill is a UK-wide campaign that aims http://meltanyossag.hu/content/ InternationalYouthWhitePaper to make social action part of life for files/llampolg%C3%A1ri%20 GlobalCitizenship_EN.pdf as many 10–20-year-olds as possible nevel%C3%A9s%20 by the year 2020. More specifically, Eur%C3%B3p%C3%A1ban%20 #iwill wants young people to have %C3%A9s%20Magyarorsz%C3%A1gon.pdf INTERNATIONAL YOUTH the chance to take part in meaningful WHITE PAPER ON CLIMATE social action – building a habit for life LEAVE OUT VIOLENCE CHANGE and further empowering them to be more active citizens today and in the EVERYWHERE (LOVE) The Paper is a collaborative initiative future. The website provides information PROJECT between The Centre for Global about the campaign, support materials Education, C40, the Government of including ‘how to’ guides, campaign The Love Project supports youth who Alberta, TakingITGlobal, Louis Berger, logos and leaflets, and resources about have been challenged by violence the Berger Charitable Foundation and how to grow existing social action to transform their experiences into over 4,000 students from 13 countries. opportunities or create new ones. It also leadership and advocacy for violence Through technology, students came contains survey reports, factsheets, and prevention. The objective of LOVE is to together in a Virtual Town Hall to presentations among others on areas reduce violence in the lives of youth and share their perspectives on climate such as youth social action, education in communities through youth advocates change and steps for taking action. and youth social action, and business and who can effectively communicate a In addition, student artists submitted youth social action. message of non-violence through diverse artistic expressions that reflected their https://www.iwill.org.uk/download- media platforms. Four key programs thoughts on climate change and as a category/education-youth-social-action/ are offered: MAPS (Media Arts Training way of communicating what they know Program), Leadership Training, School and and understand. This Paper centers Community Violence Prevention Outreach, youth as climate change leaders who are KATIMAVIK and a National Leadership Camp. disrupting the status quo and demanding Katimavik is a national program offering http://ydme.ca/the-love-project-leave-out- real action. immersive, months-long programming violence-everywhere/index.html https://citiesipcc.org/wp-content/ for diverse Canadian youth aged 17–25; uploads/2018/04/IPCC-Working-Paper.pdf it focuses on nurturing confident and caring citizens who are capable of transforming their communities for the better through building just relationships and engaging in sustainable actions. The program is designed around three key principles: reconciliation, 21st- century skills, and experiential learning. Participants spend time learning about two different communities, volunteering with community organizations, engaging in learning opportunities and developing their own projects. https://katimavik.org/en/

75 Taking action for change: Educating for youth civic engagement and activism

LEBANESE CENTER FOR CIVIC LIBRARY OF PARLIAMENT’S MINISTRY OF COMMUNITY, EDUCATION (LCCE) LEARNING RESOURCES CULTURE AND YOUTH (MCCY LCCE is a non-governmental organization (CANADA) SINGAPORE) that provides workshops, training, There are diverse educational resources The Ministry aims to build a cohesive best practices, advocacy campaigns, available on the Library of Parliament’s and vibrant society and strengthen publications, seminars and artistic website including classroom activities, a national identity through the arts, activities in support of enhancing civic teacher resources, school tours, and heritage, sports, community, and youth education. LCCE contributes to the the Teachers Institute on Canadian sectors. For educators and young people, ongoing debate on youth and education Parliamentary Democracy. Classroom the website provides information about and seeks to support and empower youth activities and teacher resources include the Youth Corps Singapore, the National and children to participate in public issues lesson plans, videos, glossaries, trivia, Youth Fund, and grants for youth sector. and policy-making. An additional objective photographs and simulations. The It also contains key statistics, information, of LCCE is to support the development Teachers Institute on Parliamentary and publications pertaining to the arts and reconceptualization of civic education Democracy is an intensive professional and culture, sports, community, youth, curricula for children and youth. development opportunity where teachers volunteerism, and philanthropy. https://www.annalindhfoundation. travel to Ottawa for five days to learn https://www.mccy.gov.sg org/members/lebanese-center-civic- from political, procedural and pedagogical education-lcce experts, discuss key issues and develop MINISTRY OF EDUCATION strategies for teaching about parliament, LEGISLATIVE ASSEMBLY OF democracy, governance and citizenship. AND HIGHER EDUCATION THE NORTHERN TERRITORY https://lop.parl.ca/sites/Learn/default/ (LEBANON) en_CA EDUCATION SERVICES The website of the Ministry of Education (AUSTRALIA) and Higher Education provides material MEDIA AWARENESS and communication related to the This site supports and promotes NETWORK: TEACHER Ministry, including information about community awareness of the RESOURCES the services provided, activities, and constitutional role and significance legislation and regulation related to of the Legislative Assembly of the The Media Awareness network is a education. In addition, it highlights Northern Territories through experiential Canadian not-for-profit charitable recent news and upcoming events for the educational programming, curriculum organization promoting digital and Ministry. links and activities for grades 3–10. The media literacy. Its mission and resources http://www.mehe.gov.lb/Templates/ school programs include tours, interactive support deeper understanding of HomePage.aspx experiences in how laws are made for the concepts and competencies of Legal Studies students, and parliamentary being media literate in today’s highly Google translate: role plays. Educational outreach to networked and complex digital world. https://translate.google.com/ remote areas and to Indigenous and The organization helps to support youth translate?hl=en&sl=ar&u=http://www. English language learners is also a feature critical thinking skills and includes a series mehe.gov.lb/&prev=search of the programming available. of K-12 resources on their site with clear https://parliament.nt.gov.au/about- curriculum connections across provinces MINISTRY OF YOUTH AND parliament/parliamentary-education- and territories, worksheets, tip sheets, SPORT (LEBANON) services essays, multimedia games, quizzes, and informative videos. The organization The website for the Ministry of Youth and creates awareness campaigns and Sport provides information related to this engages in research dissemination, Ministry including recent news, reports including its Young Canadians in a Wired and speeches developed by Ministry World research paper series. officials. In addition, the website provides http://mediasmarts.ca/teacher-resources materials and communication related to the Lebanese Olympic Committee, the Lebanese World Cup, youth organizations, heritage activities and Scouts and Girl Guides in Lebanon. http://www.minijes.gov.lb/Cultures/ar-lb/ Pages/default.aspx Google translate: https://translate.google.com/ translate?hl=en&sl=ar&u=http://www. minijes.gov.lb/&prev=search

76 Taking action for change: Educating for youth civic engagement and activism

MY PEER TOOLKIT (WESTERN NATIONAL YOUTH COUNCIL OXFAM: AUSTRALIA AUSTRALIAN CENTRE FOR HUNGARY (AVAILABLE ONLY Oxfam Australia has developed diverse HEALTH PROMOTION) IN HUNGARIAN) supporting classroom resources for years 1–10 that enable teachers and students This site provides a toolkit developed A forum for young people aiming to create to explore a range of global issues such by the Western Australian Centre for effective dialogues between decision- as children’s rights, conflict resolution, Health Promotion designed to support makers, youth organizations and domestic poverty, environmental sustainability, agencies that are seeking to implement and international actors. One of its food security, gender, racism, trade and evaluate peer-based programming most important objectives is to provide and water. The resources are produced (peer education, peer mentoring, peer the highest level of representation of collaboratively with teachers, teacher support) for young people using best youth and youth organizations, to shape associations and students, and include practices. The toolkit has been created youth policy, and to address the current teacher notes, multimedia resources, to support programs where young government as a strong and unified voice fact sheets, toolkits, posters, recipes, people provide a source of informal of youth. They also provide information films, term projects, units and fundraising support and mentoring for other young about youth events and conferences for action guides. All resources are framed people. The toolkit has five key sections: teachers, and possibilities for youth to using a Learn, Think, Act model of information about the design, intention engage with the organization. citizenship education. and creation of the toolkit, program https://ifjusagitanacs. https://www.oxfam.org.au/education- planning recommendations, suggestions hu/?fbclid=IwAR2JO1UkEKGkAP4pXRzN_ resources/education_resources/ for implementation, monitoring and zdf2AnjAOy9uNqf- evaluation guidelines, and diverse tools 4lPAhsAFXG7HdXOuMDdFPM to support peer-based programming. OXFAM: GLOBAL CITIZENSHIP http://mypeer.org.au/ NATIONAL YOUTH COUNCIL (UK) (NYC SINGAPORE) Oxfam’s global citizenship resources NATIONAL CITIZEN SERVICE aim to develop the knowledge, skills The NYC works to nurture the values (NCS) and values that young people need and skills of active citizenship among to engage with the world in order to NCS works to promote social cohesion, youth so that they can contribute make a difference. The website contains social mobility and social engagement to the development of their country practical guides for schools and teachers among youth by offering a personal and succeed in a globalized world. Its on how to embed global citizenship development programme, connecting website offers information about local into teaching and learning across the them to different initiatives in and overseas opportunities for youth curriculum. It also provides free lesson their communities, and providing development, funding for youth-led and assembly plans, teacher guides, programming supports to schools initiatives and projects, and different slideshows, and simulation games with a and colleges. For youth, the website recognition platforms to celebrate youth focus on global citizenship. includes information about the summer achievements. The website also provides https://www.oxfam.org.uk/education/ programme and different after- research data on Singaporean youth. who-we-are/what-is-global-citizenship programme opportunities. For schools https://www.nyc.gov.sg/en and colleges, the website provides information on how they can promote NEW YOUTH: ONLINE PARLIAMENTARY EDUCATION the programme among their students OFFICE (PEO AUSTRALIA) and how NCS can support them through COMMUNITY FOR PSHE and other related sessions. NEWCOMER YOUTH This website is created and maintained https://www.ncsyes.co.uk/ by professional educators and provides The website is funded by the Canadian extensive information, educational federal government through the programming and resources (both Immigration, Refugee and Citizenship print and digital) designed to support department. The site provides newcomer school-aged learners (aged 9–16) to youth access to information and better understand the role, function resources to support their transition to and value of the Australian Parliament Canadian society, including their rights and to actively engage with it. Teacher and responsibilities, information on newsletters, fact sheets, videos, accessing financial assistance, support in curriculum links, parliamentary lesson locating various services and insights into and unit plans, role plays, video daily living in Canada. In addition, the site conferencing, interactive games and an provides access to unique opportunities image library are some of the diverse to become engaged in society including ways this site facilitates civic learning arts and environmental programming. and engagement. http://www.newyouth.ca https://www.peo.gov.au/

77 Taking action for change: Educating for youth civic engagement and activism

PARLIAMENTARY EDUCATION PARLIAMENT OF TASMANIA PORTAL FOR COMMUNITY UNIT (UK) EDUCATION SERVICE FOR HIGH SCHOOL The Unit works to inform and engage The Parliament of Tasmania has created STUDENTS (HUNGARY) young people in the work of the UK a series of educational videos, each less Compulsory 50 hours community service parliament. It does so by offering than three minutes in length, explaining for high school students as a requirement parliamentary visits and workshops, key features of the Tasmanian government of their civic studies and graduation running outreach programmes in schools, system and its history. Video topics include: (available only in Hungarian). The site and providing teacher training and free the historical context, the parliament house contains downloadable materials for curriculum resources. For teachers, the building, the first Tasmanian Parliament, the teachers (guidelines how to organize website provides a number of curriculum Governor, the government, how laws are community service, a Handbook of resources for different subjects and made, gender inequality in the government, Community Service for Teachers, etc.) different age groups on topics ranging and the electoral system in Tasmania. and lots of practical information for from elections and voting, rules and laws, http://www.parliament.tas.gov.au/LC/ students and parents. It lists the newest and parliamentary system to Black history, Education/Edu-Video.htm available projects, organizations and sites World Wars I and II, and active citizenship. which receive volunteers. https://www.parliament.uk/education/ PARLIAMENT OF VICTORIA http://www.kozossegi.ofi.hu EDUCATION ZONE PARLIAMENT OF NEW PRIME MINISTER’S YOUTH SOUTH WALES EDUCATION The Parliament of Victoria’s Education Zone features a series of educational COUNCIL (CANADA) RESOURCES resources and programming initiatives to The Prime Minister’s Youth Council was The Education Resources section of this support youth and teacher engagement on launched in 2016, and consists of diverse website features a series of 15 classroom governmental and civic issues. There is a young Canadians from regions across activities related to democracy, law, and comprehensive section of diverse teaching the country who provide non-partisan informed and active citizenship. The and learning resources spanning years 5–10 advice to the Prime Minister of Canada activities, which are aimed at grades 7–12, and legal studies at the secondary level, that on relevant issues. Members meet also include role plays on debating a bill, include lesson plans, an interactive historical both in person and online throughout parliamentary inquiry and question time. timeline, YouTube clips, a virtual tour of the year, in addition to participating in This site also offers historical bulletins, Parliament, fact and information sheets, as meetings and public events with local information pages, fact sheets and well as useful links. A Parliament Prize essay and national organizations, policy-makers brochures. There is also a compilation of contest is conducted annually, as is the and decision-makers. The Council has civics and citizenship links that connect Deakin Oration where students are invited produced a report outlining its activities to the civics and citizenship curriculum in to hear an accomplished individual address and how youth perspectives are being New South Wales. an issue of public concern. incorporated into Canadian policy. https://www.parliament.nsw.gov.au/ https://www.parliament.vic.gov.au/ https://www.canada.ca/en/campaign/ about/education/Pages/education- education prime-ministers-youth-council.html resources.aspx PARLIAMENT OF WESTERN QUEENSLAND PARLIAMENT PARLIAMENT OF SOUTH AUSTRALIA EDUCATION OFFICE EDUCATION AUSTRALIA FOR SCHOOLS The Parliamentary Education Office for This website provides information This website provides diverse Western Australia is organized into a on the diverse seminars, workshops, resources and links available for youth series of diverse programs and offerings conferences and resources available and educators related to how the designed to promote knowledge and for youth and educators related to the government functions in South Australia. understanding of the history, role and democracy, governance and citizenship It also provides some programming functions of the Parliament. Sections in Queensland. Tours of Parliament are opportunities for youth on how to get include a School Zone, information offered for primary, junior and secondary involved, including government internship for visiting Parliament, information on students, and a series of experiential programs and opportunities available to the history and role of the Parliament, Youth Parliament sessions where youth visit parliament or to have a meeting with publications by Parliament House, introduce and debate a mock bill to a sitting member. The website features a and material on Parliament Firsts. The Parliament are hosted across Queensland. series of links, fact sheets, and structured School Zone features resources and In addition to these programs, the activities related to women’s suffrage, programming in accordance with learning website features a range of classroom facilitating a parliamentary debate and and teaching principles of the Western activities, fact sheets, papers, information passing a bill through the legislature Australian Curriculum and Assessment books and an online presentation on available to teachers. Resources for Outline for years 5–12. Examples include topics such as the system of government, students include puzzles and crosswords, fact sheets, role plays, teaching plans, the executive government, the role of the lists of past and current members, and a poetry competition, organized tours judiciary, elections and referendums, and more detailed information on sitting of Parliament, and professional learning political representation. members including their weekly diaries. opportunities for teachers. https://www.parliament.qld.gov.au/ https://www.parliament.sa.gov.au/ http://www.parliament.wa.gov.au/WebCMS/ explore/education education/Pages/Welcome.aspx webcms.nsf/content/parliamentary- education-office

78 Taking action for change: Educating for youth civic engagement and activism

ROBIOLLE MOUL, T. SHUAYB, M. (2015). ‘HUMAN UNITED NATIONS (2017). PROMOTION AND RIGHTS AND PEACE ASSOCIATION OF SINGAPORE IMPLEMENTATION OF GLOBAL EDUCATION IN THE LEBANESE (UNAS) CITIZENSHIP EDUCATION IN CITIZENSHIP TEXTBOOKS: UNAS works to promote the aims and ideals CRISIS SITUATIONS. UNESCO. A COMPARATIVE LENS’, of the United Nations (UN) and support its work. The website provides information This study outlines the key challenges that RESEARCH IN COMPARATIVE about the UN, including its charter, structure programs centered on global citizenship AND INTERNATIONAL and organization, member states, news, education (GCED) face in crisis situations, EDUCATION, 10(1). and links to UN-affiliated institutions. The including those involving refugees. Core website also provides information about principles grounding the report emphasize This supporting resource in the form UNAS events and activities. an embrace of diversity in the face of of an academic paper focuses on the http://www.unas.org.sg increasing polarization, solidarity across pedagogical approaches found in the difference, empathy and a sense of textbooks following the introduction of a belonging, arguing that these principles new curriculum in 1997, after an intense UNDP (2009). THE NATIONAL are important to sustain, adapt and civil war in Lebanon had subsided. HUMAN DEVELOPMENT The paper summarizes the findings implement in crisis situations. The report REPORT 2008-2009: TOWARD uses community and school environments, of a study examining how Lebanese policy strategies, curriculum, teachers and citizenship textbooks took up issues of A CITIZEN’S STATE. BEIRUT, teaching practices, targeting the right human rights, peace, conflict resolution LEBANON. populations, and research and knowledge and dialogue in comparison to other This detailed report emerged from a three- as key organizing themes to explore both countries in the region. year participatory process and explains and challenges and promising practices. https://journals.sagepub.com/doi/ pdf/10.1177/1745499914567823 analyses issues of identity and citizenship in http://unesdoc.unesco.org/ Lebanon from political, social and cultural images/0025/002527/252771E.pdf perspectives. The report is intended to serve SINGAPORE INTERNATIONAL as a compilation of comprehensive statistics SAMARA CENTRE FOR FOUNDATION (SIF) that illuminate the diverse mechanisms that define citizenship and democratic DEMOCRACY The SIF works to facilitate cross-cultural practices in Lebanon, while also providing interactions in order to strengthen Samara is a non-partisan charity possible pathways towards active citizenship understanding among people across Asia committed to strengthening democracy and strengthened relationships between and beyond and to enable collaborations through innovative action on research Lebanese citizens and the state. In addition, among them with the aim of collectively and by increasing civic literacy. The the report highlights two other reports, effecting positive change. The SIF enacts organization has developed supportive Education and Citizenship: Concepts, Attitudes, its mission through cultural exchanges, educational resources for secondary, Skills and Action among ninth grade students business programmes, and volunteer post-secondary and community-based in Lebanon and A Hundred Stories to Tell: Civic cooperation initiatives. The website learning contexts. Examples of their Initiatives in Public Life. offers information about SIF programmes resources include a guide for forming http://www.lb.undp.org/content/lebanon/en/ and its partnering organizations. local youth councils, infographics, stories home/library/democratic_governance/the- https://www.sif.org.sg of everyday citizens, ‘How to Be an national-human-development-report-2008- Everyday Local Citizen’ video with a ‘How 2009--toward-a-citize0.html to’ Educator’s Guide, ‘A Day in the Life of TRAVEL PASS TO DEMOCRACY an Elected Member of Parliament’ video, and informative fact sheets on electoral This is a project initiated by the Council UNESCO (BEIRUT) of Europe and the European Commission reform and democratic processes. The UNESCO Office in Beirut supports to promote building democracy. The https://www.samaracanada.com/ numerous initiatives related to education, participating countries are Croatia, social and human sciences, communication Hungary, Montenegro and Romania. and access to information and culture. SCHOOL OF PUBLIC LIFE They develop a common teacher training A core responsibility of the office is to module to help teachers to develop The School works to improve the ensure that Sustainable Development competencies supporting human rights citizenship skills of disadvantaged groups Goal 4 (SDG 4) is being implemented in the classroom and society at large. in Hungary so that they can advocate with attention to improving the quality of http://kozossegi.ofi.hu/Contents/ for their rights and interests and education and engagement while fostering ShowContentByTitle?title=M address the issues they face. It enacts a holistic approach. In addition, there is %C3%B3dszertani%20anyagok its mission by offering workshops and an emphasis on peacebuilding, youth- courses, engaging in research activities, led actions for peace, global citizenship, providing strategic planning support to and the prevention of violent extremism. civil society organizations, and producing The website hosts a number of special publications and teaching materials. The reports including the Directory of Youth website provides detailed information Organization in Lebanon. about the School’s principles, activities http://www.unesco.org/new/en/beirut/ and target audiences. home/ http://www.kozeletiskolaja.hu/page/english

79 Taking action for change: Educating for youth civic engagement and activism

UNICEF CANADA: GLOBAL YOUNGMINDS YOUTH ACTION (NEW SOUTH CLASSROOM YoungMinds is the UK’s leading charity WALES) UNICEF’s Global Classroom is a rich and fighting for children and young people’s Youth Action is an advocacy organization comprehensive site featuring lesson plans mental health. The organization provides representing 1.25 million youth (ages for elementary and secondary studies, training and resources about children 12–25) and the services that support multimedia resources, a YouTube channel, and young people’s mental health. The them in New South Wales (NSW), reports, and action-based initiatives resources range from booklets and Australia. The organization’s mandate all designed to support and nurture leaflets on mental health issues and is to “work towards a society where all global mindedness, global literacy and school support for teachers and staff young people are valued, engaged and global citizenship in young people. The to mental health statistics and policy supported” and it does this by responding website makes curricular connections reports. For those who are aged 14–25 to, and providing proactive leadership to its resources and supports teaching and who are interested in fighting mental and collaborative opportunities around, and learning about global issues through health issues, the organization runs the social and political issues affecting the arts, literature and film. The Rights YoungMinds Activist Programme which young people and youth services. The Respecting Schools initiative is designed to aims to raise awareness of the issues organization creates platforms for youth provide a clear foundation for cultivating impacting youth mental health and engagement, participation and advocacy inclusive and respectful school cultures. improve the experience of young people on policy decision and elections; develops https://www.unicef.ca/en/our-work/ with mental health problems. toolkits to support youth engagement article/global-classroom https://youngminds.org.uk/get-involved/ on issues such as youth representation, join-the-movement/young-people/ mental health, affordable housing and activists/ VOLUNTARY SERVICE youth unemployment; and provides supporting resources and insights into OVERSEAS (VSO) YOUTH CORPS SINGAPORE best practices for youth services. VSO works to reduce poverty in different http://www.youthaction.org.au/ The Youth Corps aims to promote parts of the world through volunteering. volunteerism in order to build active It combats poverty by helping to improve citizenship among youth aged 16–35. It THE YOUTH PARTICIPATORY access to and quality of education and offers one-day or short-term volunteering ACTION RESEARCH (YPAR) healthcare and to secure access to opportunities for youth through ad food and income. For young people LAB hoc, regular and project-based service interested in volunteering, the website initiatives in areas such as education, The Youth participatory action research provides information about opportunities environment, health, special needs, arts, (yPAR) Lab provides young people with for international volunteering and sports, and heritage. For young people, opportunities to study social questions its benefits, as well as eligibility the website provides information on and issues affecting their lives and then requirements. how to join the Youth Corps and become consider actions in response. yPAR https://www.vsointernational.org/ a Youth Corps Leader. For community is a research methodology in which organizations, the website contains youth engage in collaborative and self- YOUNG CITIZENS information about opportunities for reflective practices to learn about the cooperating with the Youth Corps. research process and carry out their own Young Citizens is concerned with https://www.youthcorps.sg/en projects for the purpose of making a promoting experiential citizenship positive contribution to their schools and learning in primary and secondary communities. yPAR positions youth as schools in order to cultivate the YOUTH.SG authorities of their life experience whose knowledge and skills of active citizenship Youth.sg is an online content provider understandings of their world are real and among children and youth. It does which serves as a space to discuss things whole. A transformational politics is a key so through a variety of programmes that matter to youth. Comprised of facet of yPAR. Two initiatives – the Youth ranging from ‘Mock Trials’ and ‘Make opinion pieces, reviews, spotlights, and Solidarities Across Boundaries Project and a Difference Challenge’ to ‘SmartLaw’ event information, the website covers the University of Toronto Schools Equity and ‘Democracy Ambassadors’. The different aspects of young people’s lives, Project – are briefly outlined. website provides descriptions of Young topics in which they are interested, and http://ypar.ca/home#whoweare Citizens’ programmes and participation issues that they face. guidelines, free teaching resources, and https://www.youth.sg blog posts on a variety of citizenship education topics. https://www.youngcitizens.org/

80

mta ttk INSTITUTE OF COGNITIVE NEUROSCIENCE AND PSYCHOLOGY

45102 – york.ac.uk/design-print-solutions