ERIC Number: EJ1427569
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: EISSN-1469-3623
Characterising Citizenship Education in Terms of Its Emancipatory Potential: Reflections from Catalonia, Colombia, England, and Pakistan
Edda Sant; Gustavo González-Valencia; Ghazal Shaikh; Antoni Santisteban; Marta da Costa; Chris Hanley; Ian Davies
Compare: A Journal of Comparative and International Education, v54 n4 p608-627 2024
This paper is a theoretical contribution to discussions about the emancipatory potential of citizenship education across four sites (i.e. Catalonia, Colombia, England, and Pakistan). By reflecting on policy and empirical data from our four contexts of study, we discuss whether citizenship education manifests different conditions of emancipatory education (modern, postmodern, and posthumous). We argue that citizenship education offers possibilities for emancipation, but these are constrained by capitalist and Enlightenment barriers. We conclude that if an emancipatory form of citizenship education is to be possible, there is a need to make room for politics in school classrooms and further politicise epistemological and anthropological assumptions. We recommend a form of citizenship education that conceptualises emancipation as our ability to respond ethically to situated challenges by thinking by ourselves with others.
Descriptors: Foreign Countries, Citizenship Education, Educational Policy, Barriers, Empowerment, Cross Cultural Studies, Educational History, Higher Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain; Colombia; United Kingdom (England); Pakistan
Grant or Contract Numbers: N/A