Thinking Citizenship as a Cultural Mythology? Contemporary Good Citizenship Discourses at the Heart of K-12 Curriculum in Canada

Autor/in	Kim, Juhwan
Titel	Thinking Citizenship as a Cultural Mythology? Contemporary Good Citizenship Discourses at the Heart of K-12 Curriculum in Canada
Quelle	In: Educational Philosophy and Theory, 55 (2023) 4, S.483-495 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Juhwan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2106848
Schlagwörter	Foreign Countries; Elementary Secondary Education; Curriculum; Citizenship Education; Citizenship Responsibility; Citizen Participation; Attitudes; Educational Policy; Discourse Analysis; Diversity; Bias; Cultural Influences; Canada + Suchen Sie Ihr Suchwort? Ausland; Curricula; Lehrplan; Rahmenplan; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Attitude; Einstellung; Verhalten; Politics of education; Bildungspolitik; Diskursanalyse; Cultural influence; Kultureinfluss; Kanada
Abstract	Following the keen interests in citizenship education across the fields of education, this study delves into the ways in which we conceptualize good citizenship. To do so, I focus on two theoretical concepts (i.e., "imaginary" and "cultural mythology") and the provincial level of education policy(ies) and the K-12 curriculum contexts in Canada. Based on my theoretical ground and critical discourse analysis of the un/official documents for Alberta education, I indicate diversity as one crucial element of a cultural mythology: it, as a sign in a second-order semiological system, serves to disseminate a monolithic and depoliticized vision of good citizenship based within a particular imaginary of the idealized Canada. This study thus elucidates not only our inherited cultural biases about the popular meanings of good citizenship, but also their invisible onto-epistemological presuppositions perpetuating the unchanged institutionalized structures of privilege and their exploitations of poor and minority peoples (e.g., elimination of Indigenous peoples and their land sovereignty). Hence, this study offers critical insights to address unequal relations of power in our prevalent notion(s) of citizenship we as educators presume to teach. This work, by doing so, follows the decolonial imperative to rupture the social inequality and discrimination we all strive to resist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01