FINAL EXAM

Question 1

(W9)
What power dynamics can we read in each of the “nation as family” models?

• What is the role of citizens and wht does citizenship eduction look like in each model?

Answer 1

Strict Father:
- Obedience, authority
- Father as leader & moral authority
- Father must be strict bc evil lurks
- Painful punishment necessary for obedience

Nurturant Parent:
- All gendered parents responsible for nurturing relationships
- Empathy & responsibility amongst all
- Empowerment of communities more important than individual
- Responsibility learned from receiving care
- Discipline takes shape in the form of limits

Question 2

(W9)
If metaphors & prototypes shape our understandings of ourselves in unconscious ways, wht does this mean for citizenship education?

Answer 2

This means we must be aware of how metaphors and prototypes affect our judgements and how we perceive things to be. This also means that citizenship cannot be fully taught through explicit instruction, but rather is an ongoing process built through inquiry, conversations, and re-defining what citizenship looks like to students. This abstract way of learning citizenship is hard to measure when compared to standardized testing.

Question 3

(W10)
What is civic efficacy?

Answer 3

• Civic efficacy: supports young people in standing up for what they believe in– knowing their actions can have an impact​
• A sense of agency
• Adults can create barriers for children when we don’t give them these opportunities​

Question 4

(W10)
What makes democratic teaching complicated to achieve?

Answer 4

• As a system, education resists democratic teaching because this type of learning is hard to keep track of. It is hard to quantify what this looks like​
• The teacher is supporting but the outcome is in the control of the students, but this is hard to measure as opposed to standardized testing

Question 5

(W10)
Wht does the salad girls teach us abt social policy?

Answer 5

Social policy doesn’t come from nowhere, it comes from ppl who have civic efficacy ​

In the reading, the salad girls, Mrs. C encouraged the girls to turn this problem into an inquiry that they could aim to find a solution​

Question 6

Wht is Neoliberalism?

Answer 6

Free market, control over economic/social factors from the public of private sectors​

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Question 7

(W13)
Week 13 summary pts

Answer 7

Analyzing media allows individuals to collect important and current information regarding society & critically analyze & question it as well as power ​

Media equips individuals for their involvement in democracy and democratic matters in regard to their surroundings and society ​

Breaking down media gives individuals skills to break down power and justice structures and influences ​

Engaged citizens must understand the relationship between personal and social identity, and media as a source for community, and democracy​

Question 8

(W13)
Wht are the 4 diff types of literacy competencies?

Answer 8

Participatory:
- Responsible, mindful, action tht sees connection b/w daily activity & social change

Collaborative:
- Connections to large group of interested peers

Expressive Media:
- Posting/sharing is engaging in a narrative reflective on the content of your voice

Critical:
- Critically view/engage w/ media messages– individually & societally

Question 9

(W13)
Wht is the role of school systems in teaching children media literacy, especially regarding citizenship?

Answer 9

Through “deconstructing media texts” students may also be engaged in deconstructing injustices & putting their voice to these injustices

• engaging in co-learning
• students are invited to collaborate & identify issues in their communities, research these issues using critical analysis of media to raise awareness and prompt political action

Question 10

(W14)
Week 14 summary pts

Answer 10

Bobbitt’s (2002) observations suggest that citizens’ identity development has more to do with economic-based relationships and connections than with geographic commonality. People who identify with different economic-based social identities may be required to work together if they desire to renegotiate and shift their allegiances to various individuals and networks​

After Katniss becomes a tribute, her commitment to her family and community sustains her through the cross-country journey to the Capitol and the preparation, training, and performance required for the Games. ​

Question 11

(W14)
In wht ways does Katniss’s comitment to her family & community connect to the idea of economic based identity development?

Answer 11

• This connects to economic-based identity development because Katniss is connected to her community and family through a shared economic status– that is, they are poor and food is scarce.
• Because of this connection and the depth of the relationships b/w Katniss & her fam/community, she feels a sense of obligation to them.
• “ppl who identify w/ diff economic-based identities may be required to work together if they desire to renegotiate and shift their allegiances
• Katniss aims to renegotiate with her trainers & the rich ppl in order to get food and honor for her community

Question 12

(W14)
Wht can the Hunger Games offer in discussions around citizenship?

Answer 12

• Teachers today are ineffective in teaching concepts of citizenship and democracy
• Teaching citizenship through art, such as The Hunger Games, may offer opportunity for teachers & students to inspect the nuances of citizenship and democracy in a unique way

Question 13

(W14)
How does Katniss employ traditional aspects of citizenship (i.e. loyalty), as well as rebellion? And, how might her instances of rebellion also employ aspects of citizenship and democracy?

Answer 13

• Katniss employs traditional aspects of citizenship by being a good citizen and attending the the reaping, and by caring about her community and their needs
• She employs rebellion by hunting in areas that are not allowed and by breaking the rules during the hunger games and teaming up with Peeta at the end, but she does so in ways that reflect citizenship because she wants stop injustices —to provide for and protect her family and also “ruin” the hunger games for rich spectators so that they think twice abt their actions

Question 14

(W14)
How might we read aspects of sacrifice and justice-oriented citizenship into the narrative of The Hunger Games?

Answer 14

• Katniss sacrifices herself for her sister & is again willing to sacrifice herself with Peeta at the end of the games
• She is attempting to provide a justice-oriented ending
• Katniss also recognizes the sacrifices tht the ppl of district 12 make to benefit the capitol
• Katniss comes to understand how the sacrifice she made for her sister has given her power and how sometimes when we sacrifice in voluntary manners it can help to support other members of the community

Question 15

(W14)
What does The Hunger Games tell us about the role of the individual in citizenship and democracy?

Answer 15

The role of the individual in citizenship is not always about oneself, but about how one’s actions affect society at large. For Katniss, she has loyalties towards her family and district, but she also recognizes that there are complex systems at play that affect her experiences and that the motives and loyalties of others can change.

Question 16

(W14)
What are some injustices that are important for you today? What sacrifices might you make to right those injustices? What do you think your role as an individual is in relationship to citizenship and democracy today?

Answer 16

• RENT, INADEQUATE CHILD CARE SYSTEM, TUITION
• Activism, sacrificing your time to bring awareness and possible solutions to the issues
• Advocate for more equitable access to education & more supports & funds for housing & child care

Question 17

(W10)
In the reading about the salad girls & Mrs. C, what can we learn abt civic efficacy?

Answer 17

• Student-centred, leadership in children, Helping to build their agency & belief in themselves as capable
• Change doesn’t come from nowhere, someone has to enact & push for tht change to happen

Question 18

(W10)
Wht lessons might we take from the salad girls and Mrs. C?

Answer 18

• CONTEXT MATTERS: i.e. teacher’s philosophy, principal’s philosophy, cafeteria worker, the presence of a researcher
• PRIVILEGE: “civic efficacy is not just for the privileged”, those prone to leadership due to social status
• ADVOCACY: Teachers, schools, boards, larger governments need to value the development of civic efficacy, not just standardized tests
• SUSTAINING EFFORTS: Even with ideological support of advocacy, logistics need to be put in place to support ongoing efforts—i.e. making room/time for awareness and discussion of issues

Question 19

(W10)
How does diversity help to enhance collective potential for efficacy? (like the salad girls)

Answer 19

• Diff perspectives, more representative of a population & shows various reasons for why the issue is an issue– diversity of the group strengthened their argument
• If it was not diverse it would have been not as big of a deal. But there were multiple aspects of the issue tht demonstrated how complex the issue is– provides more proof to how this is an issue
• Diff ideas/skillsets to help them explain the issue & make changes. Ex. better at public speaking, or more tech savvy, etc.
• Diversity from the perspective of leaning on each other’s strengths to build a better team

Question 20

(W10)
Why is both internal (I) and external (we) important for building civic efficacy?

Answer 20

• Acknowledging tht your needs, ideas, perspectives are important, but need to think abt our needs in terms of us, but also in terms of society in order to make a societal differece
• Modelling and fostering skills in activism

Question 21

(W10)
Name and explain the 4 elements to foster civic efficacy in classrooms

Answer 21

• Building curriculum from life:
  Using student’s experiences to shape curriculum topics
• Asking Q’s:
  Asking for student’s perspectives on topics
• Intentionally creating time for them to pursue their interests
• Working in diverse group: Designing assessments w/ multiple right answers, allowing students to share perspectives w/ each other
• Building skills of civic activism: modelling for students appropriate avenues and effective methods to impact policy change

Question 22

(W12)
With the UNESCO schools, they are saying tht they are developing responsible global citizens, but is this actually the case?

Answer 22

They may be empowering the already empowered– only provided to a small global elite, not all schools can participate

• The concept is great, but this empowerment education is only being offered to ppl who can attend private schools

Question 23

The liberal citizen versus citizen able to participate in public sphere

Answer 23

• The liberal citizen who upholds rights of others & makes choices for who will represent them

diff from

• A citizen who is able to participate in public sphere, shaping policies while access benefits of citizenship & demanding benefits/burdens of membership in society be share equitabilly

In simple terms:

• one form is wanting to uphold status quo, other form is trying to make changes in society

Question 24

Why is an ‘inquiry’ potentially more effective than a ‘protest?’

Answer 24

Protesting has its place, however, it can have limits.

We can take actual action through inquiry to work together to come up with a solution.

For the salad girls, taking a stance of inquiry enabled them to see the perspectives of others and how it fit in with their problem instead of only considering their own needs.

Acknowledging tht your needs, ideas, perspectives are important, but need to think abt our needs in terms of us, but also in terms of society

Question 25

Active versus activist citizen

Answer 25

Active: status quo, scripts already written, participate in what was already created

Activist: write the scripts, create the scene and fight for change