TY - JOUR
T1 - Educating engaged citizens
T2 - Four projects from Ireland
AU - O'Flaherty, Joanne
AU - Liddy, Mags
AU - Tansey, Lorraine
AU - Roche, Cathy
PY - 2011/5
Y1 - 2011/5
N2 - Purpose: This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher education; Young Social Innovators (YSI), a social justice education programme for 15-18 year olds; and a study of Irish students' levels of moral reasoning. Four commonalities are identified between the projects: critical thinking, active and participatory learning, knowledge skills and social justice. Discussion highlights features of the Irish education system that contrast with these commonalities and impact on their long-term objectives, which may in fact hinder the development of engaged learners. Design/methodology/approach: Four commonalities were identified at the roundtable discussions at the Irish Aid Sustainable Global Development Conference. Each commonality is discussed from the perspective of the projects described and contrasted against core features of Irish education. Findings: All four education projects make positive contributions to civic engagement in Irish education, acknowledging education as central to active citizenship, social awareness, and empowerment of learners. Originality/value: Discussion centres on how Irish education provision is adapting to meet social and economic changes. The paper argues that distinctive features of the Irish education system and the prevailing culture of Irish education do not lend themselves to social justice concerns such as education for sustainable development, moral reasoning or civic engagement.
AB - Purpose: This paper aims to describe the four education projects that demonstrate how Irish education provision is adapting to meet social and economic changes: Ubuntu Network working to integrate education for sustainable development (ESD) into teacher education; Community Knowledge Initiative (CKI) facilitating service learning modules at higher education; Young Social Innovators (YSI), a social justice education programme for 15-18 year olds; and a study of Irish students' levels of moral reasoning. Four commonalities are identified between the projects: critical thinking, active and participatory learning, knowledge skills and social justice. Discussion highlights features of the Irish education system that contrast with these commonalities and impact on their long-term objectives, which may in fact hinder the development of engaged learners. Design/methodology/approach: Four commonalities were identified at the roundtable discussions at the Irish Aid Sustainable Global Development Conference. Each commonality is discussed from the perspective of the projects described and contrasted against core features of Irish education. Findings: All four education projects make positive contributions to civic engagement in Irish education, acknowledging education as central to active citizenship, social awareness, and empowerment of learners. Originality/value: Discussion centres on how Irish education provision is adapting to meet social and economic changes. The paper argues that distinctive features of the Irish education system and the prevailing culture of Irish education do not lend themselves to social justice concerns such as education for sustainable development, moral reasoning or civic engagement.
KW - Citizen participation
KW - Education
KW - Ireland
KW - Social change
KW - Students
UR - http://www.scopus.com/inward/record.url?scp=79957880964&partnerID=8YFLogxK
U2 - 10.1108/00400911111138442
DO - 10.1108/00400911111138442
M3 - Article
AN - SCOPUS:79957880964
SN - 0040-0912
VL - 53
SP - 267
EP - 283
JO - Education and Training
JF - Education and Training
IS - 4
ER -