This article looked three kinds of citizenry-responsible, participatory, and justice oriented- that educators are trying to develop for a democratic society. They acknowledged that this citizenry is undergirded by political considerations. The responsible citizen is the individual who acts responsibly in his community; the participatory citizen is the individual who engages in civic and social life at the local, regional, and national levels; the justice oriented citizen is the individual who looks at the root causes of issues and critically examines the interaction of political, social, and economic factors. Educators placed more emphasis on participatory and justice oriented citizens because they believed they were better determinants of the democratic purposes of education, while acknowledging the limitations of a responsible citizen. Because to educators, responsible citizens reinforces an individualistic and conservative understanding of citizenship.
The central theme was to critically look at the subtle differences and the not so subtle differences between participatory and justice oriented citizenry for the purposes of educating for a democratic society. They conducted a study of two locations: Madison County Youth in Public Service and Bayside Students. The authors looked at how these two approaches had different outcomes and reinforced the need for how both citizens should be given the needed attention. As well, the authors do make some really good point about ensuring that educators must put a careful thought process into highlighting the political significance of curricular choices. Because, in the end, the kind of decisions educators make on designing curriculum does have the ability to influence the kind of society that they help to create. This brings me to how this article fits into our oil and community class.
My CSL at Terra Informa fits well with what kind of citizen it is helping me to be. I think my placement is a combination of both participatory and justice oriented citizen. Because, not only am I participating in and having discussions on environmental issues that is impacting our environment in Alberta, but I am contributing in a meaningful way through radio broadcast to help communicate these environmental issues to a wider audience. In this manner, I am helping to address environmental issues at the grassroots level. I find this as empowering as a citizen of Alberta because I believe I am contributing to a healthy cause that stirs up a healthy dissension about the oil economy in Alberta. Also, I see Terra Informa as a crucial pillar in enhancing environmental and social responsibility about the oil economy because it continuously examines pertinent environmental issues which would have been ignored.
Also, after watching the documentary yesterday by Shannon Walsh, I find it as a jolt to all citizens to really take on the oil industry in various meaningful and creative ways. In so doing, these oil giants may be subjected to a level of scrutiny by citizens which may ultimately lead to the oil industry finding alternative ways to reduce their environmental impacts. I am convinced it is possible because we cant afford a BP-like-disaster.
My questions I have include the following: If politics undergirds educating for democracy, then the justice oriented citizen should be the focus of educators because this individual looks at the root causes not just problem? Do you agree or disagree? Also, what's the purpose of CSL if it doesn't bring up any citizenry in you?
Source:
Westheimer and Kahane - “What Kind of Citizen? The Politics of Educating for
Democracy,” American Educational Research Journal (2004)
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Ellis, you present a really interesting argument here, in saying that educators should focus on creating justice-oriented oriented citizens through CSL pedagogy. I think that you have a point, but perhaps that this should be the end product of the CSL experience. By this I mean, that not all CSL placements need be justice-oriented- as my current placement with the AGA does not go beyond the personally-responsible citizen categorization- but that any sort of community service placement should inspire the individual taking it on to think critically about their placement, and the politics and political institutions involved in it.
ReplyDeleteI think that the justice-oriented citizen is the one most likely to be associated with activism, and this once again brings up the question of whether one wishes to be labeled an activist or is comfortable with the idea of activism. I know that for myself, my placement with the AGA is within my own comfort zone in terms of my actions, because I am not comfortable with displaying activist behavior at this institution, as it would be highly disrespectful while I am a representative of the AGA. It does however inspire critical thought within myself, causing me to question the bureaucratic structure of the AGA, and the nepotism that may exist among donors, and further favoritism for the highest donors. This sort of critical thinking produces in me a justice-oriented citizen, in my opinion, as it encourages me to learn more about issues of nepotism and favoritism outside the AGA, within government for example, therefore if I were to hypothetically organize a rally against these issues someday, I may be classified as a justice-oriented citizen, although these justice-oriented actions were borne from my original personally -responsible citizen experience at the AGA.
When we look at the education system, it is easy to see the politics that exist. This is evident in what courses are offered and what focus constitutes the core in order to get a diploma. Furthermore, the heavy focus on sciences within high school has a political undertone in what way we are trying to persuade students in their education focus. The same could be true for what kind of citizens we are intending to make; however, I would argue that this type of result would need more involvement from the teachers and the students in order to get a “successful” outcome.
ReplyDeleteRegarding your question, I think that in an ideal situation it would be great to only create justice-oriented citizens. However, when you place this into practice I do not think that it would be very successful. As I mentioned in class, if all of society was justice oriented and we were looking at solving problems, then we lack a very necessary part of the process, which is the citizenry-responsible and the participatory citizen. Because without these types of citizens, we can organize as many blood drives as we want and be activist to the extreme, but if not one is willing to donate blood and volunteer at conferences and events, are we any farther ahead?
I think that as students progress through school, they should also progress through citizenship. Obviously the education system should start on a focus with the responsible citizen, then progress to the participatory citizen and finally end with the justice-oriented. This could be reflected in various CSL experiences. For instance community gardens at a younger age, volunteering at senior’s centers or the Terry Fox run. As they progress in age, the focus could turn to more of organizing events and fundraisers that brings the community together. Then finally in their high school years, they could focus on a CSL research project surrounding a political or social issue and involve community members and a mandatory critical engagement portion. They could orient CSL to bring up issues of citizenry and focus the placement availability around placements that would create activists and justice-oriented citizens. In conclusion to your question, I would argue that the education system should have a combination of all three types of citizens in order to have a balance in society. Just because a citizen is justice-oriented, does not mean that every time they engage with society that will be the approach they will take.