Pedagogies for active citizenship: Learning through affective and cognitive domains for deeper democratic engagement
journal contributionposted on 10.09.2020 by Bronwyn Wood, R Taylor, R Atkins, Michael Johnston
Any type of content formally published in an academic journal, usually following a peer-review process.
© 2018 Elsevier Ltd This paper reports on a two-year study that explored teachers’ pedagogical approaches when implementing an active citizenship curriculum initiative in New Zealand. Our aim was to identify pedagogies which afforded potential for critical and transformative citizenship learning. We define critical and transformative social action through a fusion of critical pedagogy and Dewey's notion of democratic education. Data included teachers’ classroom-based research as well as classroom observations and interviews with students. Our study suggested that citizenship learning through both affective and cognitive domains can provide for deeper opportunities for students to experience critical and transformative democratic engagement.