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Contesting nationalism & globalization: Cultural framing of citizenship education
Wai-Kwok Benson Wong
GIS @ HKBU
2013/06/21
Critical Issues
1. How are citizenship education and
citizenship related educationally and
politically?
2. How do nationalism and globalization
frame and reframe (in a counter way)
under citizenship education?
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Articulation of citizenship
education and citizenship
The former refers to how schooling introduces, formulates, promotes and then internalizes the concept and ideas of citizenship by designing pedagogy, adopting materials, and organizing teaching and learning activities inside and outside of the classroom (e.g., student union’s election at high school level)
The latter focuses on the people being entitled constitutionally, legally and politically to enjoy the political/civil, economic, social and cultural rights regardless of social, ethnical and cultural differences within a nation.
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One key concern is: how do
schooling’s experience and practices
connect with and shape citizenship?
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Cultural reframing of
citizenship education
Culture: Ideas arising from values, beliefs and/or ideologies are (re-)produced & then shape people individually and collectively
“Politics of signification” (Hall, 1982) Production of mobilizing and counter-
mobilizing ideas and meanings (from the powerful & the powerless)
Signifying agents actively engage in the production & maintenance of meaning for constituents, antagonists and bystanders or observers
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Meaning construction
“an active, processual phenomenon that implies agency & contention at the level of reality construction” (p.614) Active: something is being done Processual: dynamic and evolving process Agency: work of (social movement)
organizations/movement activists Contentious: generating interpretive frames
differing from, and even challenging, the existing ones
Resultant products: collective action frames (CAF)
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Results
By undertaking citizenship education,
schooling’s experience & practices can
be meaningful, useful and impactful for
learners to engage in society and polity. Meaningful: such democratic and liberal
values can be reflected upon the everyday
life and practices, and have become an
inseparable part of students’ life.
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Results
Useful: how to resist, defend and protect
the civil rights, especially in face of
official/authority’s violence and distortion.
Impactful: shape friends, family
members, colleagues as well as members
of associations, become participatory in
social and political affairs
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Cultural framing
reestablishing the meanings based on
humanistic values (respecting/tolerating
the differences, pluralism)
responding to, challenging and then
overthrowing the
hegemonic, dominating, and taken-for-
granted assertions
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Doing
Reframe•Citizenship education
Reframe•Nationalism & globalization
•Citizenship
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Nationalism (The dominating
frame)
1. Bounding the state-defined knowledge
and understanding: geography
China, cultural China and economic
China
2. Adopting the essentialist approach
3. Constructing the national imagination
based on apolitical issues
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Nationalism (Cultural
reframing)
1. Exploring and then respecting the (personal) experiences in everyday life
2. Adopting an individualistic and humanistic perspective: understand and accept the differences in understanding China
3. Knowing about, and then responding to the political and social controversies in the light of the institutional and political setting
4. The importance of locality via-s-via nationality5. Students’ orientation > state orientation
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Globalization (The dominating
frame)
1. Equivalent to material culture: science
& technology, as well as goods &
services
2. “Respecting” cultural differences
3. Framing as international exchange &
cooperation
4. Disarticulation: science & technology /
good & services / different cultures
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Globalization (Cultural
reframing)
1. Acknowledging cultural relativism: China/HK/US culture is NOT dominating
2. Accepting & appreciating the cultural differences through everyday experiences
3. Demarginalizing migrants: Understanding, acceptance and inclusion + reject discrimination & exclusion
4. Global democracy, human rights and freedoms
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Conclusion
Cultural reframing aims to challenge & then resist the hegemonic version of nationalism & globalization endorsed by the educational bureaucracy
Cultural reframing fosters the inclusion of everyday experiences in shaping citizenship education apart from challenging the hegemonic discourse arising from the official curriculum, then actualizing citizenship through reflecting upon experiences and practices.
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