Tools
ToolsDyer, Harry, Bates, Agnieszka, Gordon, John and Hinchliffe, Geoffrey, eds. (2025) Society, Politics and Education in Uncertain Times:Rethinking Citizenship and Belonging in International Contexts. Routledge. ISBN 9781032658254 (In Press)
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This book explores the nature of political education and citizenship within the wider context of global uncertainty, inequalities and often precarious life-experiences. It provides a critique of current conceptions of citizenship but also explores ways in which citizenship might be re-conceptualised and re-fashioned. It does so by discerning trends and social experiments that are already apparent. In mounting a critique of current citizenship, the book first of all provides a critique of school-based citizenship education and shows how much of this education is inadequate in addressing stark inequalities and precarious life in the post-affluent society. It also explores ways in which mainstream political discourses may normalise the idea of ‘crisis’, especially in relation to the recent worldwide pandemic. In taking a non-colonial perspective, it develops the idea of ‘critical citizenship’ and examines the role (and limitations) of the school institution in developing a citizenship that works for twenty-first century realities. Much of the book is devoted to exploring innovatory concepts of citizenship and education in European, Asian and African contexts. It shows how citizens are already educating themselves outside of traditional school curricular content (e.g. through digital technologies, uses of social media and social volunteering) and why this form of self and community-based education provides both immense possibilities inside and outside of the classroom, but also challenges and dangers. It asks if ‘citizenship’ itself can be redefined as a more inclusive category and a foundation for rethinking the meaning of social bonds. Should it have a cross-border rather than a merely national dimension? Should the category of race, hitherto often neglected, be seen as a major political determinant that should occupy a central place in political education? To what extent should categories drawn from the tradition of the western politico-juridical order still have saliency? What modes of political agency and resistance enable an ethical response to the inequitable global distribution of common rights and shared human vulnerabilities? How and where should citizenship education be framed in formal school curricula, pedagogies and institutions? The book also asks if the concept of political education is drawn too narrowly and, of necessity, needs to have an aesthetic dimension drawing on world-based experiences as evidenced in the role played by phonocenes, sounds and music. In this way the book aims to help re-fashion political education that appeals both to reason and the imagination in a social setting.
| Item Type: | Book |
|---|---|
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Research in Higher Education and Society Faculty of Social Sciences > Research Groups > Language in Education Faculty of Social Sciences > Research Groups > Literacy and Development Group |
| Depositing User: | LivePure Connector |
| Date Deposited: | 17 Jun 2025 16:30 |
| Last Modified: | 17 Jun 2025 16:30 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/99582 |
| DOI: |
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