Citizenship Education

Citizenship education is a curricular problem because, as stated in Locating Citizenship: Curriculum, Social Class, and the ‘Good’ Citizen “it over looks the meanings youth, and urban youth in particular, make of their daily experiences with civic institutions and agencies [including schools] amid the cultural practices and structural inequalities that surround them.” It can also be difficult for many students to figure somethings out on their own, as in, they may struggle to see the “light” if you will. They can become very indecisive if not helped guided in the right direction. When asking a student to make sense of things themselves they may feel over-whelmed, which can cause them to put a halt in their education some-what. One of the problems with citizenship education in the curriculum is that it can affect some places more than others, dependant of the school’s class and how well constructed the system is.

It allows students to learn to become “good” citizens, however, if not taught how broad this statement is, it can be misconceived and misunderstood very easily. There are three different types of “good” citizens, there is more to being a “good” citizen than just recycling and such. The three type are personally-responsibility citizen, in which take responsibility for themselves, which is also one of the main types to be expressed in schools. The second type of citizen is the participatory citizen, in which has the skills needed for engaging in the public and showing appropriate behaviour. And thirdly, there is the justice-oriented citizen, which takes action, and aids in social change.



The “good” Student

        To be a good student you have to think, and act a certain way in a classroom and throughout the school. It means to learn the information and repeat it on assignment and exams. The best way to be a good student in common sense is to have a good teacher that’s gets their information across. With the idea of the glass half full, the teacher gets to decide what goes into the glass in the first place, to create this “good” student.

        The students that are privileged by this definition are the ones that are more “privileged” if you will. This brings in the issue of oppression in many cases. Also the teacher has much influence on this as well, for they have to choose of what to teach and to mold the minds of the child’s thoughts. Making this an issue for the students who don’t think in the way of the teacher, creating them to be the “bad” student in the common sense idea.

       It can be trouble some to see the common sense ideas because of the years that this idea has been around. “only certain values and experiences have made certain people with certain values and experiences have made certain choices to create these perspectives.” (Kumashiro, K., 2004) This points out why it would be impossible, for these ideas have been set a long time ago but certain people.

Reading Response #3

One idea about education that is very meaningful to me as a student and a teacher, is learn to do by doing. The philosopher that is famous for this type of education is John Dewey. “Education is a social process; education is growth; education is not preparation for life but is life itself.” ― John Dewey. But this I believe Dewey means that you are always learning, and with everything thing you do in your life, you are always learning, and the best way for a person to learn is, learn to do by doing. The quote speaks in ways about teachers being learns as well as the students, they are both still learning, and will continue to learn until their lives have come to an end. We are beings the learn from everything that we do, the choices we make and how we reflect ourselves on them. At school, students learn from their teachers, who teach based off the curriculum, but once the student leave the class, they continue to learn, which can also be known as the hidden curriculum. As you grow as a person, education and learning are with you every step of the way. In everything that you do, you are always getting educated. You learn through social activity, and interactions with other beings in life. As I get older, I learn new things and I educated myself without realizing it, I will always be learning, even when I become a teacher. I will learn from the subjects I am teaching, and I will learn from my students as well. We will both have something to give and take away from each other.

–          Sydney Wall

Tyler Rationale Response

From my perspective, when I was a student, we had to follow rules and we are not allowed to break them, yet we were told to stand up for what we believe in. The Tyler rationale was never student based, it was just to create good citizens, to alter our behaviours to become what they want us to be. If we did something the teacher didn’t like, we were scolded, but another teacher would find what we did to be useful. The idea of the Tyler rationale was very biased to what an individual teacher believed what a good citizen and what proper behaviour was. They were never extremely different, but they did have beliefs that would set them apart. To think of it, it began when we were at a very young age. For example, when in the elementary school we were told to line up and walk very quietly to get from point A to point B, and if we did something wrong, we would start over. This is one way that they were molding us to have proper behaviours of something and how to be a ‘good citizen’ if you will.

The limitations that are presented in Tyler’s rationale are that the learners can end up with little or no voice, it turns educators into technicians. It also implies that behaviour can be objectively and mechanistically measured. It can resemble a shopping list, once everything is checked off then they learned something. Its very centered on goals and objectives, and doesn’t meet students needs. Its not inclusive, and it favor’s one perspective, the teacher’s perspective.

Benefits can be derived from the Tyler rationale are helpful when trying to manage people and information. There are certain skills that need to be taught so it provides directions for the student. Organization is key to keeping people on one topic, if information is disorganized then people’s brains start to jump from topic to topic causing information to be poorly retained and improper thinking patterns begin to unravel. However, with this rationale, students are taught what proper thinking patterns may be, and with a certain behaviour drilled into their heads, they are less likely to be distracted and can grow to be good students, which evidentially will become good citizens with proper behavioural habits.

  • – Sydney Wall