With relatively few comparative studies of civics curricula in diverse democratic contexts and world regions, this article considers how civic values are negotiated in national curricular policy texts. To explore the purposes of education and the construction of citizens in curricular
documents, we layer two theoretical frameworks together – Biesta’s framework examining the purposes of education and Westheimer and Kahne’s framework examining the types of civic education. Looking at curricular frameworks from Sweden, India and the United States, we engaged
qualitative content analysis to identify common themes of civic values across these nations: workforce preparation, positioning in society and democratic questioning. We found growing commonality of how ‘citizenry’ is increasingly being defined in terms of individual contributions
to the larger enterprises of the nation and the global economy.
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purposes of education
Document Type: Research Article
The Pennsylvania State University
Luleå University of Technology
Georgia State University
Centre for Budget and Policy Studies
Indiana University Purdue University Columbus (IUPUC)
April 1, 2016
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Citizenship Teaching and Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It advances academic and professional understandings within a broad characterisation of education, focussing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.
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