Abstract
Recent surveys have indicated a worryingly low level of support for democracy among Australian youth and around the world. For example, in the 2017 Lowy Institute Poll, 36% of Australians indicated that, in some circumstances, a nondemocratic government is preferable. Such concerns, while hardly new, have triggered calls for more civic education and civic involvement. Linked to these concerns are discussions about the way new media (including mobile accessibility, the internet, and social media) is reshaping our understandings of public participation in democracy, especially the way that we conceive of the public sphere. Schools are often seen as important sites for the development of civic values in democratic countries. Having the skills and knowledge to navigate the public sphere in a critical way as well as contribute to it meaningfully is an important part of any activist approach to citizenship education. This paper presents one such example of radical citizenship education, Justice Citizens, and presents a framework that fellow critical educators might use to encourage young people to contribute to the public sphere not as citizens-in-waiting but as justice-oriented citizens.
Response to this Article
Barbara Peterson, Educating for Social Justice: A Case for Teaching Civil Disobedience in Preparing Students to be Effective Activists
Recommended Citation
Heggart, K. R.
, Flowers, R.
(2019).
Justice Citizens, Active Citizenship, and Critical Pedagogy: Reinvigorating Citizenship Education.
Democracy and Education,
27
(1), Article 2.
Available at:
https://democracyeducationjournal.org/home/vol27/iss1/2
Figure 1: Justice Pedagogy