Preparing Culturally Literate Citizens through Dialogue and Argumentation: Rethinking Citizenship Education

Autor/inn/en	Rapanta, Chrysi; Vrikki, Maria; Evagorou, Maria
Titel	Preparing Culturally Literate Citizens through Dialogue and Argumentation: Rethinking Citizenship Education
Quelle	In: Curriculum Journal, 32 (2021) 3, S.475-494 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rapanta, Chrysi) ORCID (Vrikki, Maria) ORCID (Evagorou, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.95
Schlagwörter	Cultural Literacy; Persuasive Discourse; Self Concept; Citizenship Education; Educational Innovation; Teaching Methods; Dialogs (Language); Lesson Plans; Empathy; Inclusion; Prosocial Behavior; Picture Books; Films; Design; Curriculum Development; Immigrants; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Selbstkonzept; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Dialog; Dialogs; Dialogue; Dialogues; Lesson planning; Unterrichtsplanung; Empathie; Inklusion; Picture book; Bilderbuch; Film; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Immigrant; Immigrantin; Immigranten; Ausland; Europa
Abstract	Cultural literacy, as a set of values and dispositions developed through dialogue and constructive argumentation with people representing different cultural identities, is an essential skillset of a twenty-first-century citizen in any part of today's world. Especially within the current European landscape of continuous immigration and change, the fluidity and rhetoricity of identity construction require a notion of citizenship education that can adapt to this dynamic process. Moreover, the practical aspects of being a citizen in its authentic, global, democratic sense are not sufficiently emphasized within current curricula. In this paper, we present an innovative citizenship education curriculum based on dialogic, argumentative and cultural literacy skills, which addresses this gap through proposing discursive practices of cultural identity construction at a collaborative level (small group or whole class) inspired by wordless texts (picture books and animated films) on core civic cultural values such as tolerance, empathy and inclusion. Through applying a design-based research methodology with teachers from three education levels and four European countries, we conclude that dialogic lesson plans aiming at the development of cultural literacy dispositions can act as an innovative and adaptive citizenship education curriculum in diverse contexts. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01