Civics Is Largely About Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy that Embraces Democratic Politics and Recognizes Diversity

Authors

  • L. Alison Molina-Giron University of Regina

DOI:

https://doi.org/10.18251/ijme.v18i1.1091

Keywords:

citizenship education, multicultural citizenship, democracy, politics

Abstract

Research investigating the practice of citizenship education in multicultural schools is scarce. Drawing on classroom observations and teacher and student interviews in four multicultural Grade 10 Civics classrooms in Ottawa, Canada, this case study discusses one teacher’s unique citizenship education pedagogy, an approach that embraces democratic politics and affirms diversity. Vignettes of class instruction illustrate the teaching strategies implemented and the struggles faced in employing this pedagogical approach. The case study contends that a critical multicultural citizenship education must have a strong political orientation and, additionally, be responsive to the existing social and cultural diversity that defines our democratic community. 


Author Biography

L. Alison Molina-Giron, University of Regina

L. Alison Molina-Girón is an Assistant Professor at the Faculty of Education, University of Regina. Her research interests and publications center at the intersection of citizenship education, social justice education, and multicultural education. Currently, she is a member of the Saskatchewan Citizenship Education Advisory Committee responsible for the new K-12 citizenship education program.

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Published

2016-02-29

How to Cite

Molina-Giron, L. A. (2016). Civics Is Largely About Politics: The Possibilities and Challenges of a Citizenship Education Pedagogy that Embraces Democratic Politics and Recognizes Diversity. International Journal of Multicultural Education, 18(1), 142–157. https://doi.org/10.18251/ijme.v18i1.1091

Issue

Section

2016 Special Issue Articles (Peer-reviewed)