The Importance Of Citizenship In Education

Civics and citizenship education is a vital part of the Australian curriculum, as it prepares students to become active and informed citizens in the community (ACARA, 2012). The term “civics and citizenship” covers a range of topics that relate to both the geography and history syllabuses. This includes government and democracy, citizenship, diversity and identity and laws and citizens. For students to be able to develop the necessary skills, attitudes and values to become active and informed citizens, civics and citizenship must be incorporated throughout the curriculum (ACARA, 2012). To understand the importance of civics and citizenship in primary education, both terms need to be understood and comprehended

Citizenship can be defined as the position or status of being a citizen in a particular country (Oxford Dictionaries, 2016). This definition is not very broad, nor does it cover the many aspects of citizenship that exist in the 21st century. It is not only about being a legal citizen of a particular country, it is also about being a social citizen. You can be a citizen of Australia but choose to live elsewhere for the majority of your life. In terms of citizenship it is relevant on a political and social level. If you are actively contributing to the country in which you live in some ways you are fulfilling your duties as a citizen.

Global Citizenship & Equity at Centennial College: Global citizenship refers to the social well- being of various communities and its main focus is to minimize inequity which means try to protect our surroundings and don’t harm others. Global citizens support equity at all levels local as well as globally. In equity we have to change different strategy not only changes the version of current strategy to ensure equity.

“We the People of the United States, in order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish the Constitution for the United States of America.” Without the right that the Constitution brings us, we wouldn’t have rights therefore the United States wouldn’t be a good place to live in. The Constitution brings us the right of freedom of speech (first amendment) , the right to bear arms (second amendment), and the right to protect against unreasonable government actions such as search and seizure of person property (fourth amendment). Being an American citizen means that you have rights that they would like you to fulfil. As an American citizen is it voluntary to vote, but others are required such as obeying the law and paying taxes. The Magna Carta, John Locke’s Second Treatise of Government, and the Petition of Rights explains the rights and the responsibilities of an American citizen.

Citizenship is defined as a being a citizen or a person owing allegiance to and entitled to the protection of a sovereign state. Citizen preferred for one owing allegiance to a state in which sovereign power is retained by the people and sharing in the political rights of those people. The concept of which in one of its earliest was given to us by the Romans, who had just began to understand the importance of a populace contributing to the decisions of its own fate. Modern American citizenship as we know it today was defined for us in the constitution of this nation by the founding fathers. Citizenship as they had envisioned it even back then was not free, but came with a price. A citizen was

It aims to “give children the knowledge that that they need to be educated citizens and gives an outline of the core knowledge around which teachers can develop exciting and creative lessons to promote pupils’ knowledge, understanding and skills as part of the wider school curriculum” (DFE 2013, p6).

Citizenship lessons educate young people about morals and principles within society. Teaching politics in schools would also educate and inform young people about political parties’ manifestos. “Data from the 2009 International Civic and Citizenship

The debate over rather children should learn values at home or in school is not a complicated one. The process of learning values in school, as oppose to home is referred to as character education. Should we require character education in our school systems? Kathleen Townsend explains in, “Just Read and Write, but Right and Wrong” and “Character Education Will Likely Fail” by Thomas J. Lasley, the main attention is directed to teachers and adults who consider values and character education unsuitable for schools. Thus, seemingly not putting the values and characters of their students as a priority. They state how teachers and schools want to essentially take no responsibility to these young adults who do not have a good foundation of values. Townsend explains it would be difficult to teach a course due to the many conflicts throughout the unshared environment of each individual person. Lasely agrees with Townsend on this conflict. However, Lalsey is more aware of the barriers that will stand in the way of this achievement. Lasley is more explanatory, and is more affective due to the reality he brings to the table and the way he canvas his message.

One of the main responsibilities that education must achieve in a democratic society argues that it is the proper preparation of students for the roles of successful citizens and responsibilities they must be ready to take on when they are ready to take on the world. We do not add together individuals and call it a society. We as teachers, teach children so they can be a part of today’s society. People’s lives are woven together and we share a common life and goals.

Be Attentive: The values that resonate with me include being honest and forthright, saying what you mean but avoid insulting people. Get the job done you were expected to do, that is a value I hold very high. When we look at the political dynamics in Washington, D.C., we note that in the most recent polls the U.S. Congress has achieved an 82 percent negative rating from the American public. Americans value hard work and accomplishments, and in truth neither of those values are apparent in the Congress. That is, only 12 percent of those polled believe that Congress is doing what voters sent them there to do. My values were formed by my father and mother, my older siblings, and also from my closest friends. Finish your assignments with class and competence, treat others the way you wish to be treated, give others the benefit of the doubt before passing judgment these values are from my family and my closest most trusted friends.

So what does citizenship means to me? Is it just a piece of paper that says you are a citizen of a country or does it mean something more in a deeper level. When I was just a little boy my mother always talks about that when we move to the United States we should apply for citizenship immediately. As I was growing up here in the United States I slowly understand what citizenship means to me. Being a citizen for me is fulfilling my obligations toward my country, Living a lifestyle that benefits myself and my community and having good sense of patriotism.

The multicultural curriculum has its roots in the history of multicultural education which follows the history of the US civil rights movement (Fillion, n.d). The desegregation practices during the 1950s were established in order to provide equal education for all individuals, regardless of race or any other demographic considerations. The 1960s and 1970s, desegregation practices expanded to include application in seeking equity of all students in terms of their human rights (Banks, 2000). With the focus on human rights, multicultural concerns in education were considered, recognizing the importance of establishing awareness in a culturally diverse community. The changes in the teaching curriculum came under the collective heading of multiculturalism. These changes were also apparent in Britain and in Australia just as they were unfolding in the US (Lynch, 1983). The educational authorities recognized the fact that the curriculum must come from the social and the ethical concepts being seen in the multicultural setting. Various references to the inherent value of all human beings were also highlighted, and this attached value was also seen in the human rights movement in the 1960s and 1970s (Lynch, 1983). In these states, the focus was on acknowledging the need for the multicultural curriculum and for teachers to support and promote such a program. Research was then carried out and workshops with teachers implemented. Such actions were able to establish that even as

By making civic competence a central aim, the curriculum can emphasize the importance of educating students who are committed to the ideas and values of democracy. An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship. For example since civic competence has to rests on the commitment to democratic values, it requires that citizens have the ability to use their knowledge about their community, nation, and world to derive solution and solve real problems.

For Aristotle the human is "by nature" destined to live in a political association. Yet not all who live in the political association are citizens, and not all citizens are given equal share in the power of association. The idea of Polity is that all citizens should take short turns at ruling (VII, 1332 b17-27). It is an inclusive form of government: everyone has a share of political power. Aristotle argues that citizen are those who are able to participate in the deliberative and judicial areas of government (III, 1279a32-34). However, not all who live in a political association are citizens. Women, children, slaves, and alien residents are not citizens. Some groups; the rich, the poor, those who

To examine and explore what is global citizenship? This essay will look at the importance of becoming a global citizenship, the role we, as educators play in this development and how the curriculum frameworks and associated learning emphases for global education assist in the development of a global citizen.