Crisis as a Vehicle for Educational Reform: The Case of Citizenship Education

Abstract

The authors argue that much of the discourse and reform in the area of citizenship education presently reflects a cult mentality that fails to consider the nuances of reasoned educational reform. Although the pattern of ill-conceived changes is endemic to the history of educational reform, it is notoriously unhelpful in producing substantial, lasting, or effective curricular change that understands and fosters democratic citizenship. The authors suggest that a more careful and nuanced examination of citizenship education is required to understand and promote participatory democratic citizenship. They also suggest this examination ought to include some consideration of the necessary psychological dispositions that promote active democratic participation.