Classroom Counternarratives as Transformative Multicultural Citizenship Education

Autor/in	Starkey, Hugh
Titel	Classroom Counternarratives as Transformative Multicultural Citizenship Education
Quelle	In: Multicultural Education Review, 13 (2021) 3, S.229-244 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Starkey, Hugh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
DOI	10.1080/2005615X.2021.1964266
Schlagwörter	Teaching Methods; Multicultural Education; Citizenship Education; Civil Rights; Transformative Learning; Case Studies; Minority Group Teachers; Social Studies; Cross Cultural Studies; Educational Theories; Critical Theory; Race; Native Language; Cultural Background; Teacher Student Relationship; Classification; Teacher Attitudes; Second Language Learning; Work Environment; Educational Environment; Foreign Countries + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Multikulturelle Erziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bürgerrechte; Grundrechte; Zivilrecht; Pädagogische Transformation; Case study; Fallstudie; Case Study; Gemeinschaftskunde; Cultural comparison; Kulturvergleich; Educational theory; Theory of education; Bildungstheorie; Kritische Theorie; Rasse; Abstammung; Teacher student relationships; Lehrer-Schüler-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Lehrerverhalten; Zweitsprachenerwerb; Arbeitsmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland
Abstract	This paper examines pedagogical responses to James Banks's concept of "failed citizenship," namely the structural factors that inhibit migrants and minorities from accessing fully functioning citizenship and their human rights. Banks commissioned and published 16 case studies of social studies teachers in different national contexts to illustrate and exemplify transformative civic education. These illustrate his theories of failed citizenship and "transformative citizenship education." Analysing this dataset through the lenses of failed citizenship, human rights and counternarratives, the paper provides empirical evidence to support and illustrate the theories. These minority teachers working in hostile cultural environments are very aware of the dangers of failed citizenship for their students. They use pedagogical strategies that have been theorized in critical race theory and human rights education including countering homogenizing national official narratives and promoting students' counternarratives asserting the value of their heritage languages and cultures and asserting their rights to freedom of expression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01