**4. Citizenship education using 21st century pedagogies**

In keeping with 21st century pedagogies, schools today are working towards developing individuals who are creative problem solvers and critical thinkers. The global pandemic of 2020 provides a compelling example of how awareness of local and global communities is necessary for understanding society and implications for living well. Questions such as: Where did the virus come from? How did is spread? What was/is being done to prevent the spread? Who/What communities are most impacted by the pandemic? Why? What could be done now to protect ourselves, loved ones, and communities? How can we share information about ways to protect against the pandemic? What might life be like afterward the pandemic? To engage with these questions, students require the skills taught in critical inquiry. Likewise, these questions connect with citizenship education.

Citizenship education, ranges in purpose and perspective. From obedient citizens to activators of change [34, 35], how citizenship education is taught depends on the desired outcome. As previously noted in this chapter, in my work with teacher candidates, a critical stance to citizenship education is used to teach how to teach social studies. In doing so I begin by exploring rationale development or building a vision for teaching citizenship education. Foundational readings from critical scholars [21–25, 36, 37] ignite the journey to planning for citizenship education. Teacher candidates are encouraged to reflect on and analyze their positionality and consider what it means for classroom teaching. They are also encouraged to think about their positionality in relation to critical theory. As we work through developing a vision for teaching, I introduce students to social studies as a subject area; and, within social studies they are introduced to citizenship education. Critical theory, social studies, and citizenship education are presented as associated. Once theory is introduced, more time is spent engaging with practice. Examining mandated curriculum assists beginning teachers understand the expectations for teaching content areas. For example, in Ontario, Canada, the Ministry of Education clearly outlines the goals, perspective, and processes for teaching citizenship education in social studies. For what a citizen is, the document states: "The responsible, active citizen participates in their community for the common good." ([11], p. 9).

The "common good" is a significant theory to unpack in and of itself. How the notion of "common good" works inside of both democratic and capitalist nation states, like Canada, all while contemplating critical theories is a significant task for beginning teachers. In following inquiry-based pedagogy, teacher candidates are encouraged to explore these theories and notions *with* their students, recognizing that becoming an active citizen is a process that is personal, contextual, and experiential. Building on perspective and process, the Ministry document explains, "students are given opportunities to learn about what it means to be a responsible, active citizen in the community of the classroom and the diverse communities to which they belong within and outside the school. It is important for students to understand that they belong to many communities and that, ultimately, they are all citizens of the global community" ([11], p. 9). To reach that understanding teachers must engage in citizenship education through critical inquiry pedagogy.

In the Ontario context, each grade of elementary school (grades 1 thru 8) is assigned two topics in Social Studies (one topic in each of the two strands), see **Figure 3**. The topics are well suited to critical inquiry-based pedagogy for active and responsible

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

sense of the world through text and experience [27].

the lens of social justice.

lenses, and to question and disrupt common ideas is against traditional educational practices. Including and exploring multiple viewpoints is also thought to be more 21st century thinking, "the 'testing and right answer' heritage of schooling stands in direct opposition to examining conflicting perspectives - a process that usually does not produce neat and tidy conclusions" ([25], p. 383). These processes are directly linked to inquiry-pedagogy. Critical pedagogy adds dimensions three and four to the process. Critical inquiry pedagogy is about uprooting what is comfortable, making the known unknown and creating new understandings and possibilities using

A critical inquiry-based classroom combines critical pedagogy with inquiry based pedagogy and "[s]uch a pedagogy encourages teachers to take an inquiry stance on their classrooms so that students and teachers become an interpretive community that examine and reflect on both course content and pedagogy" ([26], p. 195). Teachers and students enter into a process of social construction of knowledge that encourages, critique, diversity, rigor, and meaning making [26]. In these classrooms, children are urged to question the world around them as well as to think deeply and reflect on their own ideas and beliefs. They consider issues of social justice and the impact of power and circumstances on their lives and the lives of others. A critical inquiry-based pedagogy therefore is one that enables students and teachers to makes

Research has been conducted that illustrates critical inquiry-based pedagogy in schools. In secondary schools, listening to students, providing multiple opportunities for discussion, using conversations to guide planning, establishing a safe space, and reaching out to community are ways that support deeper engagement in "explorations of topics [students] find authentic and meaningful" ([28], p. 55). Engagement may foster a sense of care and activism. Literature on critical literacy and inquiry at the secondary level has also emphasized the importance of students becoming aware of the role language plays in their lives [29]. When secondary students become active learners by raising questions about language used in texts and how power plays into the texts, they develop a sense of agency to pursue questions that satisfy their questions ([29], p. 388). They become immersed in their learning and construct meaning in order to deepen their understanding of themselves. Morrell also discusses how the pursuit of "addressing a real problem in [students'] community" can lead to authentic classroom-based inquiry

There are fewer studies of classroom practices for critical inquiry-based pedagogy at the elementary level yet young learners engage in such learning. Cleovoulou and Beach have studied elementary school teachers and documented their work using critical inquiry-based pedagogy [31–33]. Seven principles were determined to frame teachers' work for critical inquiry: 1. Encouraging student dialog of critical issues through purposeful text and media selection 2. Connecting text and media to students' lives through ongoing reflective practice 3. Empowering student voice 4. Use of open-ended questions to develop deeper connections 5. Sharing multiple perspectives through knowledge building circles 6. Use of misconceptions to guide the learning 7. Affirming identities and encouraging advocacy [31]. Children's natural curiosities about the world and the desire to deepen their understanding about the world are significant elements to both concepts, inquiry and critical pedagogy. As children inquire about the world and pose relevant questions and theories about issues that are important to them, the teacher incorporates social dimensions and considerations of power relationships into the learning. Collectively the class explores misconceptions and respond to possibilities for change. The seven principles for teaching critical literacy within an inquiry-based approach demonstrate how two twenty-first century educational concepts can work together to

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([30], p. 7).

#### **Figure 3.**

*Topics in the social studies curriculum ([11], p. 22). © Queen's printer for Ontario, 2018. Reproduced with permission.*

citizenship. It is worthwhile to note the topics outlined in the curriculum are broad based, open for multiple perspectives to engage in the inquiry. The concept of change in the Heritage and Identity strand acknowledges that over time and place there is change and difference in what we understand to be roles, families, traditions, in a community. Binaries are gone and broad explorations of the past, present, and future as well as local and global, and Indigenous peoples, government and settlers are included.

The Ministry provides a detailed framework for citizenship education, see **Figure 4** ([11], p. 10). Applying a critical lens, the frameworks lends itself well to achieving the goals for active citizenship education: structures, active participation, attributes, and identity. These elements represent areas for addressing issues of equity and considerations for the "common good" in society. "Structures" address the institutional elements of society and how those work for against individuals and groups at present and over time. "Attributes" address the cultural understandings, values, and ways of being that support or hinder equity. "Identity" addresses the individual and how one experience power or oppression based on their identity and history in the context. And, "active participation" engages the other elements in activism for the "common good". The second layer outlines the knowledge, skills, and attitudes students should develop and ways for developing them for the goals of citizenship. The inner layer of the framework explores potential topic areas. The topic areas listed are broad in nature and complement the "strand" or topics/themes provided in the curriculum.

While there are no universal models or standard for teaching citizenship education through critical inquiry, how educators design and use the tools and philosophies of such a pedagogy depends upon students and teachers' everyday relations of power, their lived challenges, and experiences. The ideas and priorities will play out differently in different classroom communities. The framework shared here (**Figure 4**) is one example of how teachers may frame their practice to allow for student voice and experience using critical inquiry-based pedagogy to lead the way towards responsible, active citizenship.

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teaching:

citizenship education.

**Figure 4.**

*permission.*

**5.1 Portrait one: 2nd grade class explores identity**

*21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum…*

**5. Portraits of elementary teachers work for citizenship education**

*Citizenship education framework ([11], p. 10). © Queen's printer for Ontario, 2018. Reproduced with* 

Teachers approach citizenship education in a number of ways. Even when using the same frameworks, practices may look different depending on the priorities and needs of the classroom and school communities. The following two portraits illustrate elementary teachers' work using critical inquiry-based pedagogy for

Beach and Cleovoulou' study of critical inquiry-based classrooms share the details of a second-grade urban classroom of students who were curious about race [33]. The teacher overheard the children chatting over several days about skin color and they began to express interest in their identities based on their skin. The teacher took notice of the conversations and took the opportunity to extend the discussions to anti-racism through an exploration of identity [33]. Using a picture book to start the discussion, students asked, "What is race?" What is racism?" "Who am I and what about it?". These lofty questions coming from seven-year old children framed the learning. For this type of learning, the teacher was clear about her vision for

*DOI: http://dx.doi.org/10.5772/intechopen.96998*

*21st Century Pedagogies and Citizenship Education: Enacting Elementary School Curriculum… DOI: http://dx.doi.org/10.5772/intechopen.96998*

#### **Figure 4.**

*Teacher Education in the 21st Century - Emerging Skills for a Changing World*

citizenship. It is worthwhile to note the topics outlined in the curriculum are broad based, open for multiple perspectives to engage in the inquiry. The concept of change in the Heritage and Identity strand acknowledges that over time and place there is change and difference in what we understand to be roles, families, traditions, in a community. Binaries are gone and broad explorations of the past, present, and future as well as local

*Topics in the social studies curriculum ([11], p. 22). © Queen's printer for Ontario, 2018. Reproduced with* 

The Ministry provides a detailed framework for citizenship education, see **Figure 4** ([11], p. 10). Applying a critical lens, the frameworks lends itself well to achieving the goals for active citizenship education: structures, active participation, attributes, and identity. These elements represent areas for addressing issues of equity and considerations for the "common good" in society. "Structures" address the institutional elements of society and how those work for against individuals and groups at present and over time. "Attributes" address the cultural understandings, values, and ways of being that support or hinder equity. "Identity" addresses the individual and how one experience power or oppression based on their identity and history in the context. And, "active participation" engages the other elements in activism for the "common good". The second layer outlines the knowledge, skills, and attitudes students should develop and ways for developing them for the goals of citizenship. The inner layer of the framework explores potential topic areas. The topic areas listed are broad in nature and comple-

While there are no universal models or standard for teaching citizenship education through critical inquiry, how educators design and use the tools and philosophies of such a pedagogy depends upon students and teachers' everyday relations of power, their lived challenges, and experiences. The ideas and priorities will play out differently in different classroom communities. The framework shared here (**Figure 4**) is one example of how teachers may frame their practice to allow for student voice and experience using critical inquiry-based pedagogy to lead the way

and global, and Indigenous peoples, government and settlers are included.

ment the "strand" or topics/themes provided in the curriculum.

towards responsible, active citizenship.

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**Figure 3.**

*permission.*

*Citizenship education framework ([11], p. 10). © Queen's printer for Ontario, 2018. Reproduced with permission.*
