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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches


Edited By Lydiah Nganga, John Kambutu and William B. Russell III

This book on global issues, trends, and practices is intended to serve primarily as an instructional and learning resource in social studies methods courses for preservice teachers. In addition, it is an effective social studies and global education resource for college faculty, graduate students, inservice educators, and other professionals because it has divergent, practical, and relevant ideas. Teaching global education is challenging. It requires an understanding of globalization and how it affects policies, reforms, and education. Therefore, this book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. The volume includes detailed reviews of literature and research findings which facilitate the design of quality pertinent units and lessons plans. Indeed, this book is a critical tool to help educators and students to gain a better understanding of globalization and global education.
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Chapter Twelve: Definition Devolution: Allowing Students to Redefine and Rename Citizenship and Civic Engagement: Emma K. Humphries & Elizabeth Yeager Washington


Emma K. Humphries Elizabeth Yeager Washington

It should come as no surprise that the diverse meanings and understandings of the terms “citizenship” and “civic engagement” make it difficult to prepare today’s students to assume their roles as citizens in a politically and technologically interdependent world. This chapter examines a conceptual framework through which educators can help students to understand these terms from a twenty-first-century perspective that takes globalization and technological innovation into account. We will review some of the existing research related to our topic and summarize a variety of views and perspectives that have clear implications for citizenship/civic engagement. Finally, we will integrate these different areas of research in order to construct our own instructional strategy that allows students to create, redefine, and rename the terms “citizenship” and “civic engagement” in a way that has personal meaning for them.

As Westheimer and Kahne (2004) note, definitions of citizenship have been and will likely continue to be debated. Unfortunately, they explain, the most narrow and traditional definitions are the ones typically found in dictionaries and social studies texts. These definitions tend to be limited to what Russell Dalton (2009) calls “duty-based citizenship,” which encompasses “the formal obligations, responsibilities, and rights of citizenship” (p. 5). In addition to being particularizing and exclusionary, these views of citizenship tend to neglect twenty-first-century trends and developments (Cohen, 1999). This is problematic, as traditional definitions for citizenship (those regarding the status of a citizen with rights and duties) and even for...

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