Welcome to the InfoSci Platform
Reference Hub1
Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking

Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking

Peter Strandbrink
Copyright: © 2019 |Pages: 16
ISBN13: 9781522571100|ISBN10: 1522571108|EISBN13: 9781522571117
DOI: 10.4018/978-1-5225-7110-0.ch018
Cite Chapter Cite Chapter

MLA

Strandbrink, Peter. "Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking." Handbook of Research on Education for Participative Citizenship and Global Prosperity, edited by José A. Pineda-Alfonso, et al., IGI Global, 2019, pp. 431-446. https://doi.org/10.4018/978-1-5225-7110-0.ch018

APA

Strandbrink, P. (2019). Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking. In J. Pineda-Alfonso, N. De Alba-Fernández, & E. Navarro-Medina (Eds.), Handbook of Research on Education for Participative Citizenship and Global Prosperity (pp. 431-446). IGI Global. https://doi.org/10.4018/978-1-5225-7110-0.ch018

Chicago

Strandbrink, Peter. "Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking." In Handbook of Research on Education for Participative Citizenship and Global Prosperity, edited by José A. Pineda-Alfonso, Nicolás De Alba-Fernández, and Elisa Navarro-Medina, 431-446. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-7110-0.ch018

Export Reference

Mendeley
Favorite

Abstract

The purpose of this chapter is to investigate salient approaches to citizenship and civic-normative education in liberal democratic life. The chapter argues that core technocratic assumptions about clarity, linearity, and predictability feeding into civic-educational deployment and change warrant critical attention. The chapter aims to shed new light on states' instinct to regard themselves and their value sets as seamless conceptual wholes. A range of ramifications of this typical approach are interrogated, in principle as well as in relation to Swedish civic-educational matrices. The chapter refines a heuristic model for unpacking citizenship and civic-normative education thinking in liberal democracy originally presented in an earlier work by the author. It is concluded that even as the enormous policy efforts that go into organizing and revamping public civic-normative education in response to new societal challenges have little chance of meeting governments' intentions; they may still be important since they are exerted in highly visible public spaces and domains.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.