The disadvantages of Citizenship Education in our Social Studies classroom
In a cultural diverse society like Jamaica, Citizenship Education is vital to development of the countries' human resources as well as economic development. In addition, Citizenship education helps to equip young people to deal with
situations of conflict and controversy knowledgeably and tolerantly (Huddleston, 2015). It
helps to equip them to understand the consequences of their actions, and
those of the adults around them (Huddleston, 2015). However, they are disadvantages of Citizenship Education. These disadvantages in some cases evolve into trends and issues in Citizenship Education.
Through a global perspective, we can appreciate a diversity that exist as it pertains to the disadvantages of Citizenship Education. Developed and developing countries are experiencing different types of shortcomings in Citizenship Education in their country. Initially, in a country like South Africa, learners
often did not see the relevance of citizenship education to their lives, felt
disenfranchised from the political system and disillusioned with continued
inequalities and disparities (Hammett & Staeheli, 2009, p. 2). Jamaica faced similar challenges in Citizenship Education such as the relevance of the subject or course to their everyday lives and lack of interest or participation in the political system. For instance, there is a portion of the Jamaica youth population that is political apathetic and demonstrate any interest in the democratic system.
In addition, another challenge was the availability and accessible of resources to teach Citizenship. In South Africa, materials and resource constraints in all
schools experienced in different ways undermined the ability of educators to
deliver the curriculum and hindered the development of a safe and positive
learning environment (Hammett & Staeheli, 2009, p. 2). In Britain, It is viewed that the responsibility of Citizenship teachers should solve political and
social problems like apathy, low voter turnout, alienation and an
absence of social cohesion. But British Citizenship teachers have recommended that in expecting teachers and schools to solve
these problems; one has to redefine the role of teaching and education. However, it is now
possible to identify a consensus that citizenship education can be used as a
vehicle for social change and as a way of preventing certain social problems
(Pinson, 2007; Pearce & Hallgarten, 2000).
Contributer:
Joshua Black
4th Year History and Social Studies Student
Bethlehem Moravian College
References
http://www.citizenshipfoundation.org.uk/main/page.php?112
http://www.geos.ed.ac.uk/homes/dhammett/report.pdf
http://www.spiked-online.com/newsite/article/4023#.VuDyLnr1ZZs
http://www.geos.ed.ac.uk/homes/dhammett/report.pdf
https://nau.edu/uploadedFiles/Academic/COE/About/Projects/Challenges%20to%20Teaching%20Citizenship%20Education%20in%20Hong%20Kong%20after%20the%20Handover.pdf
http://www.citized.info/pdf/commarticles/Citizenship%20Education%20through%20NGOs%20-%20sun%20young.pdf
