Teaching and Learning for a Sustainable Future

© UNESCO 2010

MODULE 7: CITIZENSHIP EDUCATION

INTRODUCTION
Many civic skills are involved in working for a sustainable future. These include:

 A willingness to investigate issues in the local, school and wider community.

 A readiness to recognise social, economic, ecological and political
dimensions of issues needed to resolve them.
 The ability to analyse issues and to participate in action aimed at achieving a
sustainable future.

Developing these skills is the realm of citizenship education. Indeed, active

democratic citizenship is one of the defining features of a sustainable society.

Indeed, the importance of citizenship education has been emphasised in several

international agreements:

We, the Ministers of Education (of the world) strive resolutely to pay special
attention to improving curricula, the content of textbooks, and other education
materials including new technologies with a view to educating caring and
responsible citizens committed to peace, human rights, democracy and
sustainable development, open to other cultures, able to appreciate the value
of freedom, respectful of human dignity and differences, and able to prevent
conflicts or resolve them by non-violent means.

[I]t is necessary to introduce, at all levels, true education for citizenship which
includes an international dimension.

Source: UNESCO Declaration and Integrated Framework of Action on Education for

Peace, Human Rights and Democracy, 1995.

Member States should promote, at every stage of education, an active civic

training which will enable every person to gain a knowledge of the method of
operation and the work of public institutions, whether local, national or
international; and to participate in the cultural life of the community and in
public affairs. Wherever possible, this participation should increasingly link
education and action to solve problems at the local, national and international
levels. Student participation in the organisation of studies and of the
educational establishment they are attending should itself be considered a
factor in civic education and an important element in international education.

Source: UNESCO Recommendation concerning Education for International

Understanding, Co-operation and Peace and Education relating to Human Rights
and Fundamental Freedoms, 1974.

This module provides an introduction to ways in which students can develop the
knowledge, skills and commitment for active and informed citizenship. This module
also provides an opportunity to consider ways of teaching about citizenship for
sustainable futures across the curriculum.
There are links between this and other modules, particularly Module 17 on
Sustainable Communities which provides examples of ways citizens can be engaged
in local action for a sustainable future. It is also closely related to Module 27 on
Community Problem Solving, which provides an eight-step process for educational
action by students in their local communities.

OBJECTIVES
 To develop an understanding of the nature and scope of educating for active
citizenship;
 To provide examples of some school initiatives in active citizenship; and
 To develop skills for planning across-the-curriculum learning experiences in
citizenship education in school, community and settings.

ACTIVITIES
1. Participating in my community
2. Citizenship education for the 21st century
3. Active citizenship in schools
4. Acting locally – acting globally
5. Rescue Mission: Planet Earth
6. Citizenship across the curriculum
7. Reflection

REFERENCES
Associated Schools Project (1997) The Practice of Citizenship, UNESCO, Paris.

Banks, J. (2007) Diversity and Citizenship Education: Global Perspectives, Jossey-

Bass, San Francisco.

Birzea, C., Kerr, D, Mikkelsen, R., Pol, M., Froumin, I., Losito, B. and Sardoc, M.
(2004). All-European Study on Education for Democratic Citizenship Policies,
Council of Europe, Strasbourg.

Cogan, J.J. and Derricott, R. (eds) (2000) Citizenship for the 21st Century: An
International Perspective on Education, Kogan Page, London.

EURYDICE (2005). Citizenship Education at School in Europe, EURYDICE,

Brussels.

McDonough, K. and Feinberg, W. (2006) Citizenship and Education in Liberal-

Democratic Societies: Teaching for Cosmopolitan Values and Collective
Identities, Oxford University Press, New York.

Peters, M., Britton, A. and Blee, H. (2007) Global Citizenship Education: Philosophy,
Theory and Pedagogy (Contexts of Education), Sense Publishers, Rotterdam.

Reid, A. et al. (2008) Participation and Learning: Perspectives on Education and the
Environment, Health and Sustainability, Springer, Dortrecht.
Torney-Purta, J, Schwille, J. and Amadeo, J.A. (1999) Civic Education Across
Countries: Twenty-four Case Studies from the IEA Civic Education Project,
International Association for the Evaluation of Educational Achievement (IEA),
Amsterdam.

Torney-Purta, J., Lehmann, R., Oswald, H. and Schulz, W. (2001). Citizenship and
Education in Twenty-Eight Countries, International Association for the
Evaluation of Educational Achievement (IEA), Amsterdam.

INTERNET SITES
A Curriculum for Global Citizenship
Centre for Civic Education
Citizenship and human rights education – UNESCO.
Civnet: International Resources for Civic Education and Civil Society – CHITS

CREDITS
This module was written for UNESCO by John Fien, Bernie Cox, Angela Colliver and
Margaret Calder, using ideas suggested by Michael Singh in Teaching for a
Sustainable World (UNESCO – UNEP International Environmental Education
Programme).
 ACTIVITY 1: PARTICIPATING IN MY COMMUNITY
Begin by opening your learning journal for this activity.

Education for Sustainable Development can help students develop the knowledge,
skills and values they need to be active citizens in the local, national and global
community.

Read what leaders around the world have said about the importance of citizenship.

 Koïchiro Matsuura – Director-General of UNESCO.

 Mikhail Gorbachev – President of the former USSR
 Rigoberto Menchu Tum – Winner of the Nobel Peace Prize, 1992
 Wangari Maathai – Winner of the Right Livelihood Award (also know as the
‘alternative Nobel Peace Prize’), 1984
 Kosugi Takashi – Former Minister of Education, Japan
 His Holiness the Dalai Lama
 David Blunkett – Former Home Secretary and Secretary of State for
Education and Employment, United Kingdom

The idea of ‘citizenship’ is said to be as old as settled human communities. Indeed,

the English word ‘citizen’, like the French word ‘citoyen’ is based on the Latin word
‘civitas’, which means “people united in a city or community”.

Thus, while we often speak of global citizenship – and this is very important as we
saw in the statements of the world leaders (and will also see in Activity 4) –
citizenship has its roots in the idea of active participation in the local community.

Therefore, a common definition of citizen is:

A citizen is a person furnished with knowledge of public affairs, instilled with

attitudes of civic virtue and equipped with skills to participate in the public
arena.

Source: Heater, D. (1990) Citizenship: The Civic Ideal in World History, Politics and
Education, Longman, London, p. 336.

Q1: Describe your home (or school) community to show the type of conditions
under which your students can learn to practice their citizenship skills.

Q2: Identify five issues that affect the quality of life and environmental conditions
in your home (or school) community.

Q3: Rank these issues in order of their likely impact on achieving a sustainable
future.

Q4: Weighting the issues: Your community has many resources to help overcome
the problems posed by these issues. Assume that these resources all add up
to 100 units. How many units would you allocate to working on each of the five
issues?
Strategic Questioning is a technique for planning how to be an active citizen about
these issues. Use the six sets of questions involved in strategic questioning to
investigate the most serious issue in your community.
ACTIVITY 2: CITIZENSHIP EDUCATION FOR THE 21ST
CENTURY
This activity invites you to explore alternative meanings of education for active
citizenship.

There are three steps in the activity:

 Answering a series of questions to explore the meaning of, and different

approaches to, citizenship education.
 Reading an article on ‘Citizenship Education for the 21st Century’.
 Using insights from the reading to expand your answers to the questions
about citizenship education.
ACTIVITY 3: ACTIVE CITIZENSHIP IN SCHOOLS
Begin by opening your learning journal for this activity.

Schools can offer students a range of opportunities to develop their skills for
participating more fully in society.

Two examples of citizenship education projects for Year 6 students illustrate this:

CITIZENSHIP EDUCATION AT LYNEHAM PRIMARY SCHOOL,

AUSTRALIA
In an attempt to create a positive approach to local and global citizenship we
introduced our Year 6 students to two projects: Peer Support and supporting
a foster child overseas. These two programmes address citizenship through
active involvement, and provide a framework for programmes that were
already established in the school.

Peer Support trains Year 6 students to lead groups of approximately 12

students from Year 1 to Year 5 in social skills such as making friends, helping
and caring for others and coping with peer pressure in a variety of situations.
The purpose is to develop understanding, attitudes and skills to live a safe
and healthy lifestyle, to realise their own potential and to contribute positively
to society. This fits well in the Society and Environment, Health and English
Language curriculum areas, and addresses cross-curriculum perspectives of
gender equity and multicultural education.

Leaders are trained at two 2 day training camps. We award individual

certificates at a special school assembly to reinforce the importance of the
training. We invite our Senator attend the ceremony, and talk about her
personal experiences and the importance of leadership and responsible
citizenship.

Throughout the year pairs of students lead younger groups on a weekly basis
from a planned programme. Positive relations are developed across the
multi-age environment of the school, and Year 6 leaders become responsible
and caring in relation to other students, particularly those in their groups.
Feelings of trust and respect are developed, and the self esteem of the
students improve considerably. Most noticeable is the way the Year 6
students see their role in a new, positive and purposeful light.

For six years now, students have contributed to the education of Barthelemy,
a student at a school in Africa. Barthelemy exchanges letters with our Year 6
students. As well as learning about life in Barthelemy’s country, Year 6
students elect a committee to organise the annual fundraising of the $360
sponsorship. This democratically elected committee has often raised almost
double the required amount. The students’ organisational skills, including the
creation and running of smaller committees, have been remarkable. These
students are becoming global citizens, caring for and participating in global
action to help someone else.

Source: Ros Manley, Lyneham Primary School, Australia.

Q5: What do you think of student projects like these ones?

Q6: Identify the opportunities your school offers students to be involved in active
citizenship projects?

 Make a list of projects similar to the case study examples which have
been conducted in your school.
 What are the opportunities for increasing the number of such projects in
your school?
 What barriers might need to be overcome to increase these
opportunities?

STRATEGIES FOR ACTIVE CITIZENSHIP IN SCHOOLS

Many strategies can be used to teach students how to participate as citizens in the
school community. For example, students can be involved in such activities as:

 Negotiating school rules and policies

 Participating in school and community organisations
 Developing skills and knowledge in school subjects
 Decision-making in different setting within the school

Q7: Using these strategies as examples, describe the style of decision making in
your school.

Q8: Analyse the pattern you described. What are the implications for citizenship
education of this pattern?
ACTIVITY 4: ACTING LOCALLY – ACTING GLOBALLY
Begin by opening your learning journal for this activity.

ACTING LOCALLY
Most action at the local community level is organised by non-government
organisations (NGOs).

An NGO is a community-based group that is not part of a government or a business.

NGOs can include environmental groups, women’s associations, human rights
groups, trade unions, farmer co-operatives and tenants’ associations.

There is great variety among NGOs. They con be large or small, secular or religious.
Some are local, some national. Some work at the regional or international level.
Some meet the needs of their own members. Others try to serve those who need
help.

NGOs create change by organising their members in citizen action campaigns.

However, organising a citizen action campaign takes a lot of work and careful
planning.

Student participation in local action projects, perhaps in partnership with a NGO, is a

key way of teaching citizenship skills.

Teachers have a responsibility to ensure that citizenship projects are carefully

planned. The following list of questions can be used to guide the development of
student citizenship projects.

 Is there sufficient evidence to warrant action on this issue?

 Are alternative actions available? What are they?
 Is the action that the group has chosen the most effective one available?
 Are there legal consequences of this action? If so, what are they?
 Will there be social consequences of this action? If so, what are they?
 Will there be economic consequences of this action? If so, what are they?
 Do the personal values of members of the group support this action?
 Does the group understand the beliefs and values of others who are involved
in this issue?
 Does the group understand the procedures necessary to take this action?
 Does the group have the skills needed to complete this action?
 Does the group have the courage to take this action?
 Does the group have the time needed to complete this action?
 Does the group have all the other resources (other than the above) needed to
make this action effective?
 What do parents think of this action?
 What educational benefits will be obtained?

Ten important steps in planning a local action campaign with students include:

 Identify issues and goal(s)

 Identify your target audience
 Recruit supporters
  Recognise student interests
 Analyse the situation
 Build a coalition
 Keep members happy
 Choose strategies and tactics
 Media exposure
 Evaluate your efforts

ACTING GLOBALLY
Human rights is an important area – one of many – in which students can learn to be
active global citizens. This activity provides a case study of one group, Amnesty
International, which students might learn about – and possibly join as members.

Sadly, many thousands of people around the world have been imprisoned, tortured or
killed for what they believe in. Amnesty International reports on human rights
violations such as these and launches Urgent Action Appeals – usually about 1000
every year – to assist people under threat of torture or execution.

Globally-minded citizens participate in Amnesty International campaign to achieve:

The unconditional release of prisoners of conscience;

Fair and prompt trials for all political prisoners; and

An end to the death penalty and torture in all cases.

Study the characteristics of Amnesty International and its global citizenship work.

Visit the Amnesty International website to learn more about its activities.

Q9: List the moral, political, social and/or economic principles that you think underlie
the work of Amnesty International?

Q10: What skills, attitudes and knowledge does a citizen need to be an active
member of a group such as Amnesty International?
 ACTIVITY 5: RESCUE MISSION: PLANET EARTH
Begin by opening your learning journal for this activity.

Young people are engaged in many examples of active citizenship projects all around
the world.

One project, called ‘Rescue Mission: Planet Earth’ was sponsored by the United
Nations Environment Programme and Peace Child International.

In this project, young people from around the world contributed their ideas about
ways of building a sustainable future. These were published in a book, Rescue
Mission: Planet Earth.

A few years later, another group of young people wrote a book and contributed to an
Internet site called Pachamama: Our Earth – Our Future. Pachamama is a young
person’s guide to the Geo-2000 Global Environmental Outlook Report.

Q11: Identify the school subjects where you think these young people would have
learnt about the issues that have interested them – and developed their skills
for taking action.
 ACTIVITY 6: CITIZENSHIP ACROSS THE
CURRICULUM
Begin by opening your learning journal for this activity.

Citizenship education can be taught in all subject areas; it is a cross-curricular

concern.

Module 6 described two ways in which Education for Sustainable Development can
be integrated into many subjects across the curriculum:

 Process integration – through attention to general educational objectives,

especially skills, attitudes and values.
 Content integration – through attention to topics in the content of different
subjects.

Q12: Identify examples of ways in which active citizenship can be integrated into the
teaching of different school subjects through process and content integration.

Q13: From these examples, what can you conclude about:

 the possibility of any one subject being able to teach active citizenship
by itself?
 the implications of this for curriculum planning at the syllabus level?
 the implications of this for curriculum planning at the school level?

See sample answers to Question 13.

 ACTIVITY 7: REFLECTION
Begin by opening your learning journal for this activity.

Completing the module: Look back through the activities and tasks to check that you
have done them all and to change any that you think you can improve now that you
have come to the end of the module.

Q14: What can you as a teacher, do to encourage student involvement and

participation in active citizenship in your school?

Q15: What skills are needed and used by active student citizens working on a
school or local issue?

Q16: Identify one or more groups working for sustainable development (e.g. social
justice, human rights, conservation etc.) in your community.

Q17: Into which topic in your teaching programme could you incorporate learning
about the work of these groups and developing citizenship skills in your
students?
Koïchiro Matsuura
Director-General of UNESCO
The world must learn how to live, and work and exist together – in peace, with an
appreciation for the diverse cultures and perspectives and wonderful creativity of
mankind. Such learning is key to prosperity, opportunity, productivity and human
progress. It is key to the changes in cultures and attitudes and commitments, at all
levels, which lead to reduced poverty and inequity, to respect for human rights and to
increased participation to open, confident, resilient societies.

Mikhail Gorbachev
President of the former USSR
The preceding generations have done much that is good but also much that will have
to be undone – both within each country and in the international community. Like
you, I feel that politicians and governments are too slow in taking urgently needed
decisions. But I urge you [children] to seek to effect change only through democratic
means. Never resort to force.

We need a new system of values, a system of organic unity between mankind and
nature and nature and the ethic of global responsibility.

Rigoberto Menchu Tum

Winner of the Nobel Peace Prize, 1992
We have to focus on solutions in this time of great challenges. If we just wait around,
the problems will overwhelm us. We need to take the initiative, to launch local,
regional and global projects, to unite our efforts, and really listen to indigenous
people. We have to listen to people to find out what they want to discover the
solutions for and what they have to offer for the future.

Wangari Maathai
Winner of the Right Livelihood Award (also known as the
‘alternative Nobel Prize’), 1984
I don’t really know why I care so much. I just have something inside me that tells me
that there is a problem, and I have got to do something about it. I think that is what I
would call the god in me. All of us have a god in us, and that god is the spirit that
unites life, everything that is on this planet. It must be this voice that is telling me to
do something, and I am sure it’s the same voice that is speaking to everybody on this
planet – at least everybody who seems to be concerned about the fate of the world,
the fate of this planet.
Kosugi Takashi
Former Minister of Education, Japan
If we don’t absorb the energy of citizens’ groups, environmental protection will go
nowhere. I’ve always said that there is a limit to what governments can do.

His Holiness the Dalai Lama

Finally, I want to tell you that self-confidence and enthusiasm are the key to a
successful life, and to succeed in any activity one is engaged in. We must be
determined and must have an optimistic outlook, then even if we fail we will have no
regrets. Firstly because the objectives were not realised, and secondly because you
feel guilty and regret at not having made full effort in the realisation of the objectives.
So therefore, whether we commit ourselves or not it is an individual choice. Once
you have made up your mind, you must go forward with a single-minded devotion in
spite of the obstacles. This is very important.

David Blunkett
Former Home Secretary and Former Secretary of State for
Education and Employment, United Kingdom
It is essential that we do more to help young people develop a full understanding of
their roles and responsibilities as citizens in a modern democracy, and equip them
better to deal with the difficult moral and social questions that arise in their lives and
in society.
Citizenship Education for the 21st Century

What is meant by citizenship education?

Citizenship education can be defined as educating children, from early childhood, to
become clear-thinking and enlightened citizens who participate in decisions
concerning society. ‘Society’ is here understood in the special sense of a nation with
a circumscribed territory which is recognized as a state.

A knowledge of the nation’s institutions, and also an awareness that the rule of law
applies to social and human relationships, obviously form part of any citizenship
education course. Taken in this sense, citizenship education is based on the
distinction between:

 the individual as a subject of ethics and law, entitled to all the rights inherent
in the human condition (human rights); and
 the citizen – entitled to the civil and political rights recognized by the national
constitution of the country concerned.

All human beings are both individuals and citizens of the society to which they
belong. Therefore, human rights and citizen rights are interdependent.

Men, women and children all come into the world as individual human beings.
Thanks to the immense historical conquest of human rights, we are equal, in rights
and dignity, to all other human beings. When citizenship education has the purpose
of ‘educating future citizens’ it must necessarily address children, young people and
adults, who are living beings, having the status of human beings endowed with
conscience and reason. It cannot, therefore, exclude consideration of individuals as
subjects, each with individual characteristics.

Moreover, human rights include civil and political rights, the latter obviously relating to
the rights and obligations of citizens. Thus a comprehensive human rights education
takes account of citizenship, and considers that good citizenship is connected with
human rights as a whole.

Conversely, citizenship education which trains ‘good’ citizens, ie. citizens aware of
the human and political issues at stake in their society or nation, requires from each
citizen ethical and moral qualities. All forms of citizenship education inculcate (or aim
at inculcating) respect for others and recognition of the equality of all human beings;
and at combating all forms of discrimination (racist, gender-based, religious, etc.) by
fostering a spirit of tolerance and peace among human beings.

Thus, when we speak of the purposes to be ascribed to either citizenship education

(producing citizens with moral qualities) or human rights education (comprising a
knowledge of the social and political rights of all human beings, and their recognition)
we inevitably end up with the complementarity between citizenship and human rights.

Depending on the cultural traditions of each education system, we shall have, in

some cases, civics education, comprising a knowledge of human rights and their
exercise, and in others, human rights education, stressing civil and political rights as
the basis of citizenship, and hence the national features assumed by these rights and
guaranteed by states.
Bearing in mind this complementarity, citizenship education means not only
‘educating citizens’ but also ‘training children for adulthood and citizenship’.

Citizenship education has, therefore, three main objectives:

 educating people in citizenship and human rights through an understanding of

the principles and institutions [which govern a state or nation];
 learning to exercise one’s judgement and critical faculty; and
 acquiring a sense of individual and community responsibilities.

These three objectives correspond both to educating the individual as a subject of

ethics and law, and to educating citizens. These objectives suggest four major
themes for citizenship education:

 The relations between individuals and society: individual and collective

freedoms, and rejection of any kind of discrimination.
 The relations between citizens and the government: what is involved in
democracy and the organization of the state.
 The relations between the citizen and democratic life.
 The responsibility of the individual and the citizen in the international
community.

Democratic culture and citizenship education

If there is one idea inherent in civics education, because it concerns politics and
institutions, it is the idea of democracy.*

Comprehensive citizenship education cannot dispense with this concept or with a

knowledge of the institutions that enable a country to function democratically.

Rather than confining ourselves to noting and describing institutions (the necessary
but not sufficient requirement for civics education), we should explain how the
operation of the machinery of state respects government of the people by the people,
and makes it accountable to citizens.

However, this way of tackling democracy may seem remote and foreign to the world
of school and of children. It is therefore desirable to imbue the whole of school life
with a culture of democracy.

Educational practice is of equal value with knowledge when we come to tackle civics
education. One of the major flaws in civics instruction has been that it fails to bring
democracy to life in schools, and remains at the stage of merely enunciating
principles and describing institutions. When the organization of a school does not
lead to a democratic mode of operating on which pupils can give their opinions,
children and adolescents lose interest in citizenship and see only the mismatch
between what adults say and what they do, between knowledge and action, a
mismatch which they usually call ‘hypocrisy’.

Schools should therefore set up ‘governing boards’ with representatives of pupils and
staff, and other bodies in which pupils express their views and in which decisions are
taken in consultation with everyone, both young people and adults. The
representation of pupils in these various bodies can and should be achieved by an
open election system which has the same qualities of transparency as in any
democracy worthy of the name.
If we are to develop a credible civics education, respect for others – pupils and
teachers, administrators and minor employees – and non-violence in attitudes and
behaviour must be the rule in schools.

Respect for others, and their dignity, in the same way as the self-respect of a free
autonomous individual, springs from each individual’s personal ethic, the will to ‘live
together, with and for others in just institutions’.

These qualities, whether described as ‘moral’ or ‘ethical’, are required of all human
beings and all citizens. They form part of both civic ‘virtues’ and individual ‘virtues’.
They enable each individual to live as a ‘good’ citizen.

In other words, in citizenship education, respect for the ‘Other’, regarded as one’s
equal, with his or her individual differences and distinctive physical, intellectual and
cultural features, is to be explained and above all experienced in daily life in all
schools. Based on these principles of equal dignity and respect for others, citizenship
education has the task of combating all forms of negative discrimination and racism,
sexism and religious fanaticism.

Thus citizenship education can be regarded as an ethical (or moral) education as

well as education in citizenship.

A new way of teaching citizenship education

The introduction and continuance in schools of a democratic culture forbid
dogmatism in any kind of civics education. The methods and approaches chosen are
those based on discussion among pupils and between pupils and teachers, and
make provision for children and young people to speak and express themselves.
Modes of expression may be varied: in addition to oral exchanges, drawings, songs,
poems, different kinds of written material are excellent instruments for reflection on
citizenship, democracy, justice, freedom and peace.

In a democracy, citizenship education seeks to educate citizens who will be free to

make their own judgements and hold their own convictions. Compliance with existing
laws should not prevent citizens from seeking and planning better and ever more just
laws. Respect for law, which is one of the objectives of civics education, calls not for
blind submission to rules and laws already passed but the ability to participate in
drawing them up.

One of the practical tasks of citizenship education is therefore to look at the rules
governing a school, improve them and reformulate them.

The values transmitted by citizenship education are not dogmatic principles laid down
once and for all. A living culture calls for the creation of new values, although they
should all be judged by the criterion of respect for others and for human dignity.

Thus, with regard to the laws and values accepted by an entire social group,
citizenship education can in no way be a catalogue of set questions and answers.
Citizenship education should be the forum which gives rise to and nurtures a genuine
culture of discussion. Whatever the problem posed, such as the ongoing
development of humanity or the stability of the rule of law, an exchange of ideas,
notions, judgements and individual opinions is necessary. Even among young
children, dialogue of this kind is possible.
Citizenship education needs also to be taught in ways that bring out the ever-
constant link between knowledge and practice. The interaction between concepts
and action gradually produces the ability to think in terms of values and to refer to
them. Values are universal when they concern human rights: for example, the values
of liberty, dignity, solidarity and tolerance. As they are firmly anchored and promoted
in different cultures they can also concern a region of the world or even a special
country, nation or religion. All should be made the subject of discussion and reflection
and be studied in each course of citizenship education.

In other words, citizenship education is based on knowledge, practice and values that
constantly interact. To be precise, let us say that awareness of the necessary
reference to values gradually gives rise to practices and action which are themselves
related to knowledge and skills about human rights and the institutions that regulate
life in society. Pupils benefiting in this way from citizenship education learn step by
step that citizenship unfolds and develops in a society imbued with values and in the
human community as a whole.

Global dimensions in citizenship education

The large worldwide population flows that are a characteristic feature of the modern
world mean that schools cater for children from different cultural backgrounds. This
cultural heterogeneity should be regarded as an opportunity for citizenship education.

In this situation, children are all required to mingle with and thus learn about and
understand cultures other than their own. Far from blurring the cultural diversity of
pupils, citizenship education can bring out the value of differences while respecting
and affirming the universality of human rights principles. Respect for others - a
universal principle - means, in the daily life of the school, a dialogue with others, and
taking an interest in other family lifestyles, social habits and cultural practices.
Citizenship education is the ideal forum, since discussion on social issues can be
organized so that opinions can be expressed on ways of looking at the world, in other
words, on cultures.

This is a new form of action to combat racism. Racism is frequently due to the
ignorance in which children are reared in respect of cultures other than that which is
the majority culture of their country. Through a knowledge of these other cultures and
the very existence of multicultural life in the classroom, children are fortified against
despising the ‘Other’ and against hostile indifference, both of which are sources of
racist behaviour.

Conclusion
The problem posed by citizenship education is how to blend together the particular
and the universal, the national and the international, the individual and society. The
difficulty can be solved by integrating human rights education in this new subject,
civics education.

This approach opens up new paths for education for peace, human rights and
democracy.

Thus, citizenship education addresses both the individual and the citizen and
provides an avenue for each individual citizen to acquire an understanding of the
issues of peace in the world, and the challenges of the globalisation of economic,
environmental and cultural problems.

Since sustainable development of human beings and the world they live in is linked
to the quality of education, the time has come to regard citizenship education as a
vital part of any education system and any teaching programme.

Source: Adapted from UNESCO (1998) Citizenship Education for the 21st Century.

 
 
 
 

* Democracy
According to the UNESCO Manual for Human Rights Education democracy is a form
of government in which participation by the people (demos) is necessary. As a
political system, democracy provides for:

 The separation of the legislative, executive and judiciary powers;

 Free elections;
 Pluralism of political parties; and
 Acceptance by the state of the general principles of law and human rights as
defined by the international community.

The forms of democratic institutions, though important, are not the be-all or end-all of
democracy. As Federico Mayor, a former Director-General of UNESCO noted:

Democracy is a practice: Though based on values that can be transmitted, it is

essentially a way of acting. It is by putting it into effect that we justify it; it is by making
use of it that we give it legitimacy.

Source: Bisch, P. Meyer (ed) (1995) Introduction, A culture of democracy: a challenge

for schools, UNESCO.
Strategies for Active Citizenship in Schools
Negotiating school rules and policies
 Class and school rules
 Curriculum directories
 New and reversed policies
 Timetable frameworks

Participating in school and community organisations

 Service clubs
 Project clubs
 Environment groups
 Development and human rights groups
 Youth clubs
 Local issues groups

Developing skills and knowledge in school subjects

 Written and oral communication
 Gathering and reporting information
 Participating in forums
 Meeting procedures
 Elections

Decision-making in different settings within the school

 Student councils
 School camps
 Student committees
 Representing students in school decision-making processes
Ten important steps in planning a local action
campaign

Identify Issues and Goals(s)

Narrow the issues.

Beginning with overall concerns, narrow the issues as much as possible. What part
of the issue matters the most at this time?

Set a specific, simple goal.

Otherwise, members will be overwhelmed or bored by vague, huge tasks.

Start with a small local objective.

If you can accomplish something on the local level, you’ll be better prepared to tackle
larger issues.

Identify Your Target Audience

 Find out which part of society has the power to make the changes you want.
Your target could be a government agency, an industry, an elected official, or
school authorities.
 Get to know how your target audience works and what motivates its actions.

Recruit Supporters
Remember that: People join citizenship projects for many reasons. Communicate to
the whole person, not just the intellect.

 People are concerned about many issues.

 People feel less isolated by joining a group.
 People feel proud of being useful in a citizenship project.

Recognise Student Interests

Students can play key roles in a citizenship project because:

 Young people bring bright ideas.

 Young people bring energy and courage.
 Students are often better informed than adults.
 Young people are better at recognising and rejecting ‘double-talk’.
 Adults often think of young people as more honest.
Analyse the Situation

Who and what are on your side?

Identify people and conditions that could be helpful to your effort.

What are you up against?

Identify obstacles to your effort, both people and/or situations. Is another organisation
opposed to your goal or efforts.

Build a Coalition

What other groups want the same changes as your group?

Persuading other groups to join forces in a coalition will make you more powerful.

What other groups have power and influence over your target
audience?
You may also be able to persuade influential groups to join your efforts, even if they
might not be organised around your issue. Look at campaign contributors, business
groups, consumer groups, or voter organisations.

Build a coalition carefully.

While coalition-building can multiply your political clout, remember that the bigger the
organisation, the harder it is to manage.

Keep Members Happy

To keep project members active and committed, never take them for granted.

Create group identity.

Ask members do something to participate in your group, even if it’s just symbolic,
such as filling out a membership card, answering a survey, paying a membership fee,
or wearing a button with your slogan.

Reward your members.

Publish articles in a newsletter or your local paper; give out certificates of
appreciation; make organisational T-shirts and buttons.

Celebrations.
Mark important victories or progress with a celebration. Make fun part of your
citizenship work.

Choose Strategies and Tactics

Stop, look and think.

Very often, students are too eager to choose citizen action tactics and media efforts
before thinking through the most effective ways of influencing their targets.
Involve members in planning.
Members have good ideas for citizen action plans. They will be more willing to carry
out the plan if they took part in forming it.

Choose citizen actions appropriate for membership and budget.

Don’t ask members to do something they can’t do or afford.

In considering tactics, design an overall strategy.

Combine a number of tactics and communications. Most social change efforts require
a series of events, not just one big effort. Choose tactics that will hit your target.
Tactics range from quiet deeds that members can do at home to public actions.
Successful citizenship tactics can include:

 Letters-to-the-editor campaigns (newspapers, magazines.)

 Letters to lawmakers at local, state and national levels.
 Petition drives.
 Endorsing or disclaiming political candidates.
 Fund-raising to purchase conservation areas, alternative technology, etc.
 Organising marches and rallies. (Check local laws.)
 Boycotting environmental offenders, or certain taxes. (Check laws.)
 Setting good examples: such as tree-planting, litter clean-ups, etc.
 Teaching workshops to demonstrate alternatives technologies
 Performing protest drama.
 Theme parades, celebrations (such as Samba dancing clubs in Brazil leading
parades about protecting the golden lion tamarins, and endangered species.)
 Creating music. Songs about environmental or social issues can be recorded
and played on radio or at public events with powerful effects.

Make sure your plans are lawful.

Many communities have laws about public gatherings, parades, demonstrations, and
boycotts.

Use the time available.

Make sure that the actions students plan can achieve reasonable results within the
time available.

Media Exposure

Use mass media to spread your message.

Radio, television, newspapers may help spread your message if you invite them to
cover special events and send them news releases about your activities.

Use small media to spread your message.

Don’t ignore using leaflets, speeches to other groups, or telephone chains to deliver
your message. Good campaigns often employ a combination of well-targeted media.
Evaluate Your Efforts

Evaluate action campaigns.

Formally ask yourselves whether the campaign worked. Why or why not? What’s the
next step? How could your organising have been improved?

Evaluate the organisation.

Who is being left out? Is any part of the group taking more power than another? How
can we improve decision-making and sharing responsibilities?
Amnesty International
Amnesty is impartial
Amnesty International believes that human rights violations are worth fighting against
wherever they occur. In any single year, this means taking action on some 140
countries. To safeguard impartiality, members do not work for prisoners in their own
country.

Amnesty is independent
Amnesty International is independent of all governments, political factions,
ideologies, economic interests and religious creeds.

Amnesty is supporter-funded
Amnesty International accepts no monies from any government. It is entirely funded
by its supporters – informed and active citizens.

Amnesty is accurate
Amnesty International’s activities depend on meticulous research into allegations of
human rights violations. The credibility and accuracy of Amnesty’s research is
internationally recognised.

Amnesty is active
Victims of human rights violations and their families need practical help. Through its
network of members and supporters, Amnesty International takes up individual
cases, mobilizes public opinion, maintains pressure on governments for the release
of prisoners of conscience, fair and prompt trials for political prisoners, an end to
torture and executions, and improved international standards for the treatment of
prisoners.

Amnesty is on the spot

Amnesty International representatives observe trials where accepted international
standards are at issue, meet prisoners and interview government officials. Amnesty
International also works to protect human rights with other international organisations
such as the United Nations, the International Labour Organisation and UNESCO.

Amnesty is effective
Amnesty International works. It does more than expose human rights abuse. Since
1961 Amnesty International has seen thousands of prisoners released, torture
condemned and the death penalty abolished in more countries every year.

Amnesty is community-based
Amnesty International has an active world-wide membership. There are more than
700,000 members in over 150 countries. Members, as informed and active citizens,
come from all walks of life and are encouraged to participate as fully as possible in
Amnesty International’s many activities.

What can individual citizens do?

Amnesty International’s lifeblood is voluntary support of informed and active citizens.
Amnesty can use whatever time, skills or money citizens can offer. Collectively, the
help of individual citizens makes a difference to the worldwide struggle for human
rights. A citizen who becomes a member of Amnesty International can:

 Join a group
Local groups carry out some of the most satisfying and effective civic work on
behalf of victims of human rights abuse. There are over 4000 groups
worldwide These groups work for a particular prisoner of conscience,
participate in country or theme campaigns, promote Amnesty International’s
concerns and activities in the local community, and raise funds to support
Amnesty’s work.
 Join an action network
Citizens work for human rights from their own home. Community action
networks operate by getting as many people as possible to send letters or
telegrams on behalf of particular cases of human rights abuses. Amnesty’s
networks include: Prisoners of the Month, Urgent Action cases, Religious,
Women’s, Trade Union, Medical and Lawyers’ Networks.
 Provide financial support
Amnesty International urgently needs funds to help the victims of human
rights abuse. The life-saving appeals, essential research, campaigning and
vital publicity work all cost a great deal of money. Any amount citizens can
give is gratefully acknowledged. As a Friend of Amnesty International, citizens
are kept in touch with the organisation’s activities and members can support
Amnesty’s work as and when they can.
Question 13
1. No one subject can teach all the different aspects of the knowledge, skills and
attitudes that students need to be able to understand what it means to be an
active citizen, and to develop the willingness and skills to be able to work with
others to resolve local community problems.
2. This means that active citizenship needs to be one of the central and
overreaching goals of education and that curriculum planners need to ensure
that the people who write each syllabus incorporate relevant aspects of
citizenship. It also means that the different syllabus committees are in regular
communication to ensure the co-ordinated and sequenced development of
citizenship knowledge, skills and attitudes.
3. This means that teachers of different subjects and grades need to be in
regular communication to ensure that the lessons presented to students
complement each other to ensure the co-ordinated and sequenced
development of citizenship, knowledge, skills and attitudes.