Citizenship Education Research Journal/Revue de recherche sur l'éducation à la citoyenneté http://ejournals.ok.ubc.ca/index.php/CERJ <p class="MsoNormal"><span>Citizenship Education Research Journal (CERJ) publishes applied and theoretical research papers related to Citizenship Education that advance scholarly knowledge of the field.</span></p><p class="MsoNormal">La revue de recherche sur l’éducation à la citoyenneté (RREC) publie des articles de recherche théorique et de recherche appliquée, dans une perspective de contribution à l’avancement des connaissances dans le champ d’études de l’éducation à la citoyenneté.</p><p class="MsoNormal">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>) that allows others to share the work in an unchanged format, with an acknowledgement of the work's authorship and initial publication in this journal, as long as the work is not used commercially.</p><p>Les auteurs conservent leur droit d’auteur. Ils accordent également à la Revue le droit de première publication, tout en enregistrant l’article sous une licence Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Cette licence autorise la diffusion de l’article sous certaines conditions. Le format doit rester identique à celui de l’original, et il doit y avoir mention de l’auteur et de la revue où l’article a initialement été publié.</p><p class="MsoNormal">The journal does not charge article processing charges (APCs). </p><p class="MsoNormal">La Revue ne tarifie pas aux auteurs le travail de révision des articles et leur publication.</p> en-US <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>) that allows others to share the work in an unchanged format, with an acknowledgement of the work's authorship and initial publication in this journal, as long as the work is not used commercially.</p><p>Les auteurs conservent leur droit d’auteur. Ils accordent également à la Revue le droit de première publication, tout en enregistrant l’article sous une licence Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Cette licence autorise la diffusion de l’article sous certaines conditions. Le format doit rester identique à celui de l’original, et il doit y avoir mention de l’auteur et de la revue où l’article a initialement été publié. <br /><br /> Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</p><p>Les auteurs peuvent s’enquérir d’un arrangement contractuel supplémentaire visant la distribution non-exclusive de la version publiée de leur article (ex. pour un partage au sein d’une base de données institutionnelle ou pour une publication ultérieure dans un livre) avec la reconnaissance d’une première publication dans la Revue de recherche sur l'éducation à la citoyenneté.</p><p><br /><br /><br /></p> catherine.broom@ubc.ca (Catherine Broom) catherine.broom@ubc.ca (Catherine Broom) Fri, 20 May 2016 21:59:31 -0700 OJS 2.4.8.0 http://blogs.law.harvard.edu/tech/rss 60 Ciitizenship Education Research Journal Introduction http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/233 Editorial introduction to CERJ 2015. Serveh Naghshbandi Copyright (c) 2016 Serveh Naghshbandi http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/233 Fri, 20 May 2016 21:59:31 -0700 Introduction to Youth-led Civic Engagement Project for Tikkun: A Developing Partnership Across Borders (Canada, South Africa and Kosovo) http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/13 <p>This paper serves as a brief introduction to a compendium of papers that focus on a Canadian-led collaboration for youth-led praxis (informed committed action) for <em>Tikkun </em>(healing and reconciliation) in local communities. This project and partnership crosses borders to include five sites, youth researchers, various community organizations, and university researchers from different disciplines. This participatory action research partnership promotes the skills that participating youth require to further their civic engagement and leadership potential. The specific objectives of this project are: (1) identifying the places and resources from which marginalized youth (in urban, rural, and indigenous milieus) become aware of injustices and seek opportunities for reconciliation in order to facilitate youth-led advocacy; (2) exploring the ways that these understandings are translated into their embodied experiences; (3) informing the development and mobilization of pedagogical models to repair injustices through youth civic engagement; and (4) expanding the partnership.  </p> Yvette Daniel Copyright (c) 2016 Yvette Daniel http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/13 Fri, 20 May 2016 21:59:31 -0700 The Complexities of Researching Youth Civic Engagement in Canada with/by Indigenous Youth: Settler-colonial challenges for Tikkun Olam—Pedagogies of repair and reconciliation http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/14 <p>We discuss the first stage of our Tikkun research study that focuses on an indigenized approach to youth participatory action research in a northern Ontario context. Our research design began with an Indigenous youth-generated report, the <em>Feathers of Hope (FoH): A First Nations Youth Action Plan </em>(2014), highlighting the needs of Indigenous youth in their own words and experiences. Readings of the report has led to deep theorizing on questions of a university-based research model for indigenized youth participatory action research (I-YPAR) as well as our ongoing deep ethical dilemmas of settler researchers co-collaborating on research by/with Indigenous youth. We raise these issues as we theorize the possibilities and complexities of a pedagogy of repair and reconciliation (<em>tikkun olam</em>) during our reflexive dialogues as settler-researchers and with Indigenous youth.</p> Lisa Korteweg, Alex Bissell Copyright (c) 2016 Lisa Korteweg, Alex Bissell http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/14 Fri, 20 May 2016 21:59:31 -0700 Rethinking space, participation and gender: unpacking barriers and opportunities for girls in the urban milieu http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/15 <p>Although the literature on youth civic engagement is copious, not much light has been shed on impeding and enabling factors of girls’ civic participation in urban settings. In this paper, we examine girls’ motivation for and spaces of community involvement in the Greater Toronto Area. Particularly, we highlight the drivers and patterns of girls’ civic engagement using the findings from a research study entitled <em>[name of project 1]. </em>The data illustrated that girls cited lack of opportunities and encouragement; disconnect to community members; cultural and/or religious barriers; gender biases; antipathy towards community; low self-esteem; and time as the reasons hindering community participation. Moreover, the data also pointed to the importance of family/adult support in nurturing girls’ leadership aspirations. Finally, we conclude this paper with discussions on the implications associated with girls’ civic participation which is characterized by an adult-informed paradigm. </p><p> </p> Nombuso Dlamini Copyright (c) 2016 Nombuso Dlamini http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/15 Fri, 20 May 2016 21:59:31 -0700 Unsettling the Mind/Body Dualism: Embodied Learning, Tikkun Olam, & Progressive Citizenship Education http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/12 <p class="Body">Progressive citizenship education aims to reclaim and renew our democratic institutions, this is predicated on a critically informed, engaged, and active citizenry. I first consider the nexus of progressive citizenship education and the ancient Jewish concept of <em>Tikkun Olam</em>, which has become synonymous with pursuit of social justice. Addressing the noted deficit in the literature of how educators learn to teach social justice, this article explores the transformative potential of embodied pedagogies in teaching for social justice. Emerging from interdisciplinary questioning of the mind/body dualism or ‘disembodiment’, feminists have stressed the importance of embodied pedagogies to the creation of educational spaces that simultaneously challenge dominant systems of knowledge (i.e. the universal), while affirming corporeal ways of knowing (i.e. experiential). I provide a brief overview of studies documenting the integration of embodied learning, emphasizing the importance of contemplative practices and ‘unsettling’ to the transformative potential of social justice education. </p> Frances Cachon Copyright (c) 2016 Frances Cachon http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/12 Fri, 20 May 2016 21:59:31 -0700 Towards a Theory of Decolonizing Citizenship http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/11 <p>In this paper, we consider the (im)possibilities of thinking about a decolonizing citizenship. Specifically, we work through a theorization of citizenship and decolonial theory as a means of considering the difficulties of talking about citizenship, a concept tied to nation-statehood and European liberal tradition, amidst a larger conversation about attending to decolonizing educational praxis. In working through this, we argue that, ultimately, the two are largely incommensurate without rethinking what citizenship is taken up to mean, what its purpose is and largely what it entails including, primarily, pluriversality or the multiple conceptions of being and knowing that characterizes life in a shared context.</p> Bryan Smith, Pamela Rogers Copyright (c) 2016 Bryan Smith, Pamela Rogers http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/11 Fri, 20 May 2016 21:59:31 -0700 Teaching Controversial Issues in the Classroom http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/10 <p>Today's young people will grow up to be the citizens of the future, but what that future holds for them is uncertain. I am quite confident, however, that they will have to make crucial decisions about various issues on which people have different and contradicting views. In this paper, I will focus on the issue of teaching controversial topics in order to explore the following question: How can teachers best handle controversial issues in the classroom? Through this literature review, I will define the term controversial issues, justify teaching these touchy topics, and provide some suggestions on dealing with these issues in the classroom. Moreover, I will discuss some techniques to handle contentious subjects and look at the vital roles teachers play when teaching them. Furthermore, I will examine different approaches that show how teachers’ views can influence their teaching of multi-faceted issues, as well as perspectives on the role teachers should assume in controversy. Additionally, I will demonstrate the importance of both democratic education and education for global citizenship in teaching about divisive topics in the classroom. I will also state my own position on the various issues discussed in this paper. Finally, drawing on my own experience and some previous related research, I will conclude the paper with a discussion of implications and suggest recommendations for further studies.</p> SAID AL BADRI Copyright (c) 2016 SAID AL BADRI http://creativecommons.org/licenses/by-nc-nd/4.0 http://ejournals.ok.ubc.ca/index.php/CERJ/article/view/10 Fri, 20 May 2016 21:59:31 -0700