Collaborative Commentary: How Do Teachers Support Children as Citizens?

Stacy Lee DeZutter, Farhana Borg, Victoria Damjanovic, Allison Sterling Henward, Denisha Jones, Sarah A. Mathews, Müge Olğun-Baytaş, James Reese, Karin Sporre, Maryanne Theobald

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This commentary traces shared themes across the six chapters of Part III of this volume. The examples of classroom practice presented in this part highlight the important role of critical dialogue and inclusive practices as foundations of global citizenship education. When classroom conversations engage students with big ideas and interrogate structural privilege and when they recognize and welcome all perspectives, children experience citizenship that works toward justice, sustainability, and democracy. Examples from the chapters also suggest that prevailing societal attitudes about children’s competence may work against efforts to help children recognize their agency within classrooms. Implications for teacher preparation and future research are discussed.

Original languageEnglish (US)
Title of host publicationInternational Perspectives on Educating for Democracy in Early Childhood
Subtitle of host publicationRecognizing Young Children as Citizens
PublisherTaylor and Francis
Pages321-323
Number of pages3
ISBN (Electronic)9781000865769
ISBN (Print)9781032135007
DOIs
StatePublished - Jan 1 2023

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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