Can Active Citizenship Be Learned? Examining Content and Activities in a Teacher’s Education Module Engaging with Gandhi and Makiguchi
This chapter continues this book’s engagement with the three domains of learning within the global citizenship education conceptual dimensions of the United Nations Educational, Scientific, and Cultural Organization (UNESCO), which are the cognitive, socio-emotional, and behavioral. In particular, it explores the behavioral dimension of learning to do that involves a critical analysis of what it means to be an active citizen. For instance, a study of the Asian thinkers, Tsunesaburo Makiguchi, Daisaku Ikeda, and Mahatma Gandhi shows that there are political implications of taking action based on values, such as peace and non-violence. This chapter starts to develop questions for classroom teaching from the study of these three thinkers and provides segue into the praxis chapters in the next part of this book.
KeywordsGlobal citizenship education Behavioral Active citizen Makiguchi Ikeda Gandhi
- Advisory Panel on Effectuation of Fundamental Duties of Citizens. (2001, July 6). A consultation paper on the effectuation of fundamental duties of citizens. New Delhi: National Commission to Review the Working of the Constitution.Google Scholar
- Bernstein, B. (1970). Education cannot compensate for society. New Society, 387, 344–347.Google Scholar
- Cappelle, G., Crippin, G., & Lundgren, U. (2011, September). World citizenship education and teacher training in a global context: Canada, India, and South Africa. London: CiCe Network. Retrieved from http://archive.londonmet.ac.uk/cice/fms/MRSite/Research/cice/pubs/citizenship/citizenship-08.pdf.
- Delhi Historians’ Group, J. N. U. (2001). Communalisation of education: The history textbooks controversy. New Delhi: Deluxe Printery.Google Scholar
- Delors, J., et al. (1996). Learning: The treasure within. Paris: UNESCO.Google Scholar
- Parekh, B. (1997). Gandhi. Oxford: Oxford University Press.Google Scholar
- Rorty, R. (1998). Achieving our country: Leftist thought in twentieth-century America. Cambridge: Harvard University Press.Google Scholar
- Sharma, N. (2008). Makiguchi and Gandhi: Their educational relevance for the 21st century. Lanham, MD: University Press of America and Rowman & Littlefield.Google Scholar
- Sharma, N. (2012). Can we learn to become active citizens? In N. Palaiologou & G. Dietz (Eds.), Mapping the broad field of intercultural/multicultural education worldwide: Towards the construction of the new citizen (pp. 402–414). Newcastle: Cambridge Scholars Publishing.Google Scholar
- Sharma, N. (2015). Can active citizenship be learned? Examining content and activities in a teacher’s education module engaging with Gandhi and Makiguchi. In M. Mukherjee (Guest Ed.), Indian education at the crossroads of postcoloniality, globalization and 21st century knowledge economy, special issue II. Policy Futures in Education, 13(3), 328–341. Sage. http://dx.doi.org/10.1177/1478210315571215.
- Tarc, P. (2011). How does “global citizenship education” construct its present? The crises of international education. In V. Andreotti & L. M. Menezes de Souza (Eds.), Postcolonial perspectives in global citizenship education (pp. 105–123). London: Routledge.Google Scholar
- Tarc, P. (2015). What is the active in 21st century calls to develop “active global citizens?” Justice-oriented desires, active learning, neoliberal times. In J. Harshman, T. Augustine, & M. Merryfield (Eds.), Research in global citizenship education (pp. 35–58). Charlotte, NC: Information Age.Google Scholar
- UNESCO, United Nations Educational Scientific and Cultural Organization. (2015). Global citizenship education: Topics and learning objectives. Paris: UNESCO.Google Scholar