The following assignment will revolve around my personal understanding of citizenship education and what it means on a global scale. The essay will address recent population changes on a social and eu scale.
Citizenship education is really a lifetime process and Continuing learning, involving total development of the whole person. Throughout this assignment I will discuss the different subject areas which include democracy and rights and responsibilities. I will also discuss the competencies and correct attitudes a teacher must have in order to teach successfully in this area.
• Section on recent social and population changes in Ireland and eu
2002- 3,917,203 – 291,116 - 1.3
2006- 4,239,848 – 322,645 - 2.0
2011- 4,581,269 – 341,421 – 1.6
The population according to the 2011 census shows an increase of 341,421 people since 2006 and an overall growth of 3, 6% since 2002.
Between census 2006-20111 the estimated net migration is 118,650 compared to the previous inter-census period (2002-2006) which was 47,832.
Immigration in Ireland has more than doubled since the census in 2002. As of April 2011 the figure of non-Irish nationals was recorded at 544,357. This was an increase of 124,624 since 2006 and an increase of 320,096 since 2002. 12% of Irish households had residents of non-Irish nationality in 2011 compared to 5% in 2002. The top five foreign nationalities in the Irish state include polish, Latvian, Lithuanian, Nigerian and residents from the United Kingdom. The number of polish in the country increased by 120,461 since 2002, the largest amount out of any other nationality. (
In modern day society, because of the broadened amount of different nationalities taking up residency in Irish homes, citizenship education is becomin...
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...With this news it is becoming more important that our education system needs to put in place a proper and stable curriculum regarding to citizenship education. This will help our children to understand how to become active citizens and will also allow our growing diverse society to fully understand ones rights and how they can positively contribute ti society.
References
• Pearce, N. and Hallgarten, J. (2000) ‘introduction’ in N. Pearce and J. Hallgarten (Eds) tomorrow’s citizen’s critical debates in citizenship and education, London: institute for public policy research.
• Redmond, D. and Butler, P, (2003), ‘civic, social and political education. Report on a survey of teachers and principals’, unpublished report submitted to the ncca by nexus.
• http://www.cso.ie/en/media/csoie/census/documents/census2011profile6/Profile,6,Migration,and,Diversity,entire,doc.pdf)
The three types of Citizenships are what form the community. Each type of citizenship is
Citizenship Schools 2 Septima Poinsette Clark, also known as the "Mother of the Civil Rights Movement," (Crawford, 1993, p. 96), used education to empower others. Her life's work enabled many people in the segregated South the opportunity to learn to read and write so that they could fully participate in a democratic society by exercising their right to vote. The purpose of this paper is to discuss the philosophy of education of Clark and the events that shaped that philosophy. According to Max Hunter, (2011) "in 1954, Clark began teaching at the Highlander Folk School in Monteagle, Tennessee where she developed her Citizenship Pedagogy" (para. 2). The adage of the adage.
Schools are like little communities of small people where children learn to deal with real life scenarios and develop life skills necessary for their debut into society. Children learn from example, and what better example of society is there than a school? Schools must assume responsibility over the ethics which they impart to the child as this will resound in that child 's later actions as a member of society. Eleanor Roosevelt discussed the importance of fostering good citizenship in students in her essay, "Good Citizenship: The Purpose of Education" because students use school as an example to emulate society. She writes, "The practical side of good citizenship is developed most successfully in school because in miniature one is living in a society, and the conditions and problems of the larger society are more easily reproduced and met and solved" (Roosevelt). Moral education also has an impact on government. Carl Becker, a distinguished historian, noted certain conditions required for the success of a democratic government in his essay, "Ideal Democracy". One of the conditions for the success of a democracy requires citizens to possess certain virtues and competencies, such as rationality and good will (Becker 152). The truth of such a claim becomes striking as one thinks back to King and his example of Talmadge as an educated governor holding office and wielding a
The numbers of immigrants to United States has risen from thousands to a record high of one million immigrants by the year 2008. The table below can represent this information
Wadsworth Cengage Learning. (2010). Gateways To Democracy The Essentials. In J. G. Geer, W. J. Schiller, J. A. Segal, & D. K. Glencross, An Introduction To American Government (pp. 43-49). Boston: Suzanne Jeans.
Laurence, L (1967). Politics in Education. New York, NY: The Center for Applied Research in
Over the course of the past few centuries the racialization and treatment of the Irish people in Britain has changed dramatically. This is due in part, to the paradigm surrounding the dynamic and fluctuating relationship between both nations. From the colonization, subjugation and simeonization of the Irish people, as British subjects, during the eighteenth and nineteenth century; through to the dichotomy created around the question for the British government of, ‘What to do with the Irish?’, arising from the formation of the Irish Free State and further compounded by the subsequent Irish withdrawal from the commonwealth, during the time surrounding the formation of the Irish Republic in 1949. Subsequently, Irish people living in Britain were now newly perceived as ‘White’, and carelessly assimilated by ‘forced inclusion’, into a newly constructed and imagined homogenised British society, arising from the aftermath of WWW II (Hickman 1998). This paper intends, through the use of the historical element of the Sociological Imagination, to examine the impact of racialization on the ethnic Irish communities living in Britain. First the essay will define and elaborate the concepts of ‘race’ and ‘racialization’, and the relevance of this concept to ethnic groups. The paper will then continue by examining the mechanisms by which the Irish were radicalized, paying particular attention to the kinds of characteristics attributed to the Irish over the years. The essay will then elaborate on the findings from sociological research conducted around the impact of racialization on British residents of an Irish ethnic background, and their experiences through the manifestations of anti-Irish racism on an institutional and personal level.
The meaning of citizenship as a concept varies significantly for each individual-this meaning is directly influenced by factors such as age, ideological beliefs and socioeconomic class. Due to this difference in perspective it is difficult to pinpoint exactly what citizenship entails concerning the balance between the freedoms that we experience as citizens and the responsibilities that we must each fulfill in order for a democracy to function with stability and efficiency. This has become an issue in modern society as some citizens (particularly those in the millennial cohort) shrug off traditional duty based citizenship norms such as voting in elections, paying income taxes and obeying the law- for more “engaged” forms of participation such
This type of exclusion comes under the political bracket, as it includes the rejection of citizen rights, such as the right to vote, freedom of speech and equal opportunities. Bhalla and Lapeyre (1997) argue that political exclusion ‘involves the notion that the State, which grants basic rights and civil liberties, is not a neutral agency but a vehicle of the dominant classes’, thus, exclude some social groups and include others. However, one must note that citizenship is not only political, as social citizenship refers to ‘the rights and obligations that determine the identity of members of a social and political community and which as a result regulates access to the benefits and privileges of members’ (Turner, 1997). Thus, citizenship is centred on the capacity of using individual and collective rights, and inequalities which can cause a social hierarchy, created of first class and second class citizens. When individuals are made unequal before the they do not have access to public goods, which consequently leads to alienation from society, and lack of opportunities freedom. T H Marshall divided citizenship into three aspects; civil (the right to certain freedoms), political (right to take part in elections) and social (the right to some economic welfare and to ‘share to the full of the social heritage and to live the life of a civilized being accorded to the standards prevailing in the society’(Marshall,1963). Citizenship should be a status enjoyed by the members of a political and social community which is attached to rights and obligations, without these one is excluded from society and isolated from society and oneself. The exclusion of ethnic minorities comes under the bracket of the problem of citizenship. In Britain, the Social Exclusion Unit of the government stated in 2000, that ‘In comparison to their representation in the population, people
Not a unified and separate country until 1921, Northern Ireland has had cultural, financial, and economic that makes it stand affront from the rest of the Emerald Isles. With its close proximity to England and the immigration all through the 1600s of English and Scottish, Northern Ireland has become more anglicized th...
Many groups have tried to push their ideas on the public through schooling. Public school students, numbering in the millions, seem a perfect, captive audience for the promulgation of the ideas of a few self-righteous groups. These groups have tried to influence national thinking by promoting their views in the classroom, but this is not an acceptable method. A public school classroom is a place for the passing of accepted knowledge from an instructor to a student, not the place for the ideas of the ignorant few to influence the thinking of the many.
The civics education in the United States needs to be reevaluated. Few teachers have the knowledge to develop civic literacy within their students, and are not supported in doing so. Today more than half of high school government teachers can not give adequate explanations of civic topics. (Black) In the article “Tomorrow's Citizens,” author ...
Nussbaum, Martha C. "Chapter 10 Democratic Citizenship and the Narrative Imagination." Why Do We Educate?: Renewing the Conversation. Ed. David L. Coulter. Comp. John R. Wiens and Gary D. Fenstermacher. Chicago: National Society for the Study of Education, 2008. 143-57. Print.
The 21st century has brought with it several new challenges as well as opportunities that will demand a different approach to education. In today’s world it has become increasingly necessary for the young college bound as well as for the children in our fast changing world to acquire the necessary attitudes, skills and knowledge which will enable and enhance them to thrive and adapt as well as live and work in a global society. One of the several issues that are affecting our world today is global poverty, this will require an innovative generation who will be able to find solutions to combat poverty. Additionally, the inequalities and injustices in our society require individuals who recognize the value of participation, who promotes human rights and who realizes that our lives are interlinked and interconnected together in the increasingly globalised world (KARLBERG M, 2010). This is why the development of global citizenship in the current curriculum today
O’Sullivan, D. 2006. Cultural Politics and Irish Education since the 1950’s. Ireland: Cork University Press.