**2.1 Teaching perspective taking**

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

what is required.

education may be nestled inside of standard subject areas like social studies; yet, depending on how social studies is taught, citizenship education may not exist at all. Teacher education is the ideal place for introducing and connecting foundations of education to practice; that is, inspiring and demonstrating the power of rationale development for teaching subject areas and reflecting on how and why to teach

Citizenship education can be the philosophical underpinning or vision for teaching in the elementary school classroom. This chapter explores how citizenship education may be developed as a perspective and pedagogical approach to teaching. By developing a vision or perspective for citizenship education teachers can incorporate contemporary approaches like critical inquiry-based pedagogy to teach citizenship in all subject areas. Social Studies will be used to demonstrate how content can be used to activate strong understanding and engagement with citizenship. The first part of the chapter explores perspective taking and the contemporary pedagogical concepts of inquiry and critical pedagogy and how they work together. Drawing examples from previous studies of elementary school teachers, this chapter include portraits of classroom teachers' work using a critical inquiry-based approach. The second part of the chapter shows how resources can be used in teachers' planning to design learning that is nestled in citizenship education. Government curriculum documents as well as teaching resources can support

perspectives when applying a critical-inquiry lens to citizenship education.

Preparing teachers for the world of teaching (teacher education) is an ideal place to introduce the importance of perspective taking. Perspective taking is also described as rationale development or, developing a vision in teaching. Rationale development is defined as, "the intellectual, ethical, and potentially transformative process of personal reflection through which teachers formally articulate their purposes for teaching …" ([1], p. 417). Kosnik and Beck [2] found developing a vision for teaching is a priority in teacher education. According to Kosnik and Beck, having a "vision keeps us aware of the full range of goals and processes of teaching …helps us see how the various aspects of teaching fit together… [and] having an explicit vision is important so teachers can explain to student the purpose of schooling and particular classroom practices" ([2], pp. 153–154). "A vision is what a teacher hopes to instill in their students beyond curricular objectives" ([3], p. 526). Having a vision allows for coherent programming and teaching, and allows for more explicit teaching of social issues. Perspective taking, rational development, or developing a vision for teaching requires thoughtful reflection, understanding one's own practice, and broader pedagogical approaches and content. Understanding the purpose for teaching and unpacking *why* we teach what we do is essential for good

In my preservice classes, teacher candidates are asked, "what is your vision for teaching?" This question is often received with uncertainty as most candidates are not familiar with the notion of a vision for teaching. While several, if not all, teacher candidates have a perspective for teaching – for everyone is positioned with a stance - it is seldom articulated or unpacked in terms of a vision for teaching. It becomes worthwhile then to engage in opportunities for thinking about one's vision and the potential implications for teaching and learning. A clearly defined vision or perspective for teaching provides clarity in program planning. And, as we consider what it means to teach citizenship education in the 21st century, a vision for what that means needs to develop. Some 21st century perspectives for citizenship may

**2. Perspective taking for citizenship education**

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teaching.

Citizenship education can be an approach to teaching. To teach through the frame of citizenship education however one must first determine their perspective or vision for teaching it. Hawley and Crowe studied how teacher candidates' rationale development for social studies teaching as being fundamental to citizenship changed during their teacher education training [1]. They found that when teacher candidates were tasked with developing a vision for teaching social studies, most were able to do so. Teacher candidates were able to develop a vision that combined their own values and the values and content they encountered in the program ([1], p. 424). How one's purpose evolves and develops depends on the unique combination of the teacher candidate's experiences and values and the program's teachings. The negotiation of identities, values, ideas, understandings between one's own experiences and understandings and that of the University and governing bodies that control the school curriculum can be a challenge when the views do not coincide. Time is required to explore, discuss, and understand how one's own understandings connect with the goals of citizenship education. In order to enact citizenship education, a perspective/vision/purpose needs to be developed. Hawley and Crowe suggest, that "[w]ithout an articulate sense of purpose for teaching social studies, an understanding of what purpose means for their practice, teachers may never move beyond a focus of content knowledge and engagement as guiding principles for pedagogical decision making, and social studies teaching may remain the same for another 100 years' ([1], p. 441).

In my work with teacher candidates, a critical stance to citizenship education is used to teach how to teach social studies. Social studies is one elementary school subject that lends itself well to citizenship education. A critical stance includes the attitude, knowledge, and dispositions essential to "way[s] of knowing and being in the world of educational practice that carries across educational contexts… that links individuals to larger groups and social movements intended to challenge the inequities perpetuated by the educational status quo" ([4], p. vii). Lewison, Leland and Harste identify four qualities of a critical stance: consciously engaging; entertaining alternative ways of being; taking responsibility to inquire; and, being reflexive [5]. These qualities are cyclical and interact with experience, and involve the processes of renaming [6] and reframing [7] what it means to be in the world. Having a critical stance is a "deliberate choice made by educators" ([8], p. 136) and is a "lifelong and constant pursuit"([4], p. 28) to becoming an active citizen. A critical stance is a perspective that encourages an active and engaged lens for citizenship education. Critical stance comes from the field of critical pedagogy and aims to position any subject or content area towards equity-based ways of viewing the world.

## **2.2 Activating perspective taking in practice**

Teachers engage in the thoughtful application of their vision/perspective into classroom practice. Schoolwide approaches, led by administrative teams, provide clear pathways for activating school wide visions for teaching. For example, as a 5th grade classroom teacher at Maple Public School many years ago I, like all teachers at the school, followed the school vision. The principal's motto "we're all on the same bus, headed in the same direction" provided the pathway for applying a

particular vision. All teachers followed the same routines, and curriculum including a phonics-based reading program; and, all teachers used a pedagogy of care to guide their practice. When schoolwide approaches are not mandated, teachers activate their own vision for teaching in a variety of ways including reflective practice [3]. Hammerson [9, 10] asserts that a teacher's vision should be clear and compatible with the vision of the school if their visions are to be viable. To actualize a teaching vision, particular pedagogical practices are enacted including an engaging learning environment, authentic learning tasks, and discovery learning experience (i.e., inquiry pedagogy) ([3], p. 534). Inquiry pedagogy is a 21st century approach that engages students in questioning, problem solving, experiencing, and acting. Inquiry pedagogy will be discussed later in the chapter as a key approach for developing a vision of citizenship.

School districts often mandate curricula. In some districts the curriculum guidelines offer clear perspectives for teaching. In Ontario, Canada the Social Studies curriculum uses a perspective of citizenship education that promotes active, responsible citizens and provides an process for activating perspective [11]. **Figure 1** ([11], p. 8), illustrates a process for activating perspective by beginning with a clear vision, set goals for teaching social studies, and framework for citizenship education.

#### **Figure 1.**

*Activating perspective taking in practice ([11], p. 8). © Queen's printer for Ontario, 2018. Reproduced with permission.*

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([11], p. 24).

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

The vision for citizenship education outlined in the document describes how: "the social studies… programs will enable students to become responsible, active citizens within the diverse communities too which they belong. As well as becoming critically thoughtful and informed citizens who value an inclusive society…" ([11], p. 6). The goals list skills, knowledge, and dispositions required to realize the vision. A clearly defined vision, explicit goals and framework are applied to learning expectations; big ideas (enduring understandings and key concepts) and specific expectations (content and skill-based learning expectations) are listed for each grade in the curriculum document. By using a critical inquiry-based pedagogy and disciplinary thinking students have opportunities to consider and become responsible,

This chapter explores two educational pedagogies for citizenship education: inquiry-based pedagogy and critical pedagogy. Each concept is an independent framework and yet to a degree they share common philosophical elements and learning goals that work well together. The pedagogies are presented below. First, inquiry-based learning is explained and then a critical lens, adopted from critical

Derived from Dewey's theories [12] of experience and education, and construc-

The teacher's role is to guide the children through careful planning and ongoing reflective practice as they explore their questions and queries. Children's voices and ideas are at the centre of the learning. Self-directed learning and studentcentered learning are foundational to the process. Throughout this student-centered approach to learning, the teacher is responsible for teaching children the required skills to engage in student-directed learning (reading and writing skills, research skills, analyzing information, and collaborating with peers). "teachers need to demonstrate the skills needed for reflection and provide opportunities for students to practice them, while encouraging students to continually reflect on their work"

As children listen, share, experience, research, and explore, they work alongside their teacher to develop new understandings and come up with new theories about what they are learning [20]. Inquiry-based learning repeats and reviews process. Children share their points of view, ask more questions, explore and experience the world, and read a variety of texts in order to gather more information. In an inquiry-based classroom, children are expected to share misconceptions, and misguided theories and through experience and experimentation sort out their

tivist traditions, inquiry-based pedagogy is generally understood as a studentdriven, experiential approach to learning [13, 14]. Children collaborate as they question and explore a common goal or interest [15]. Inquiry-based pedagogy values "building on students' prior knowledge, scaffolding new experiences and the students' construction of knowledge" ([16], p. 281). Inquiry-based learning has been described in a number of ways including guided inquiry [17], knowledge building [18], and open inquiry [19] to name a few. While each of these approaches emphasize slightly different components of inquiry-based learning, they all encourage children to investigate their own curiosities about the world. Children's questions are at the centre of the learning experience and their questions drive the

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

**3. 21st century pedagogies for citizenship education**

active citizens.

pedagogy is described.

**3.1 Inquiry-based learning**

learning experience forward [18].

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

The vision for citizenship education outlined in the document describes how: "the social studies… programs will enable students to become responsible, active citizens within the diverse communities too which they belong. As well as becoming critically thoughtful and informed citizens who value an inclusive society…" ([11], p. 6). The goals list skills, knowledge, and dispositions required to realize the vision.

A clearly defined vision, explicit goals and framework are applied to learning expectations; big ideas (enduring understandings and key concepts) and specific expectations (content and skill-based learning expectations) are listed for each grade in the curriculum document. By using a critical inquiry-based pedagogy and disciplinary thinking students have opportunities to consider and become responsible, active citizens.

#### **3. 21st century pedagogies for citizenship education**

This chapter explores two educational pedagogies for citizenship education: inquiry-based pedagogy and critical pedagogy. Each concept is an independent framework and yet to a degree they share common philosophical elements and learning goals that work well together. The pedagogies are presented below. First, inquiry-based learning is explained and then a critical lens, adopted from critical pedagogy is described.

#### **3.1 Inquiry-based learning**

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

vision of citizenship.

work for citizenship education.

particular vision. All teachers followed the same routines, and curriculum including a phonics-based reading program; and, all teachers used a pedagogy of care to guide their practice. When schoolwide approaches are not mandated, teachers activate their own vision for teaching in a variety of ways including reflective practice [3]. Hammerson [9, 10] asserts that a teacher's vision should be clear and compatible with the vision of the school if their visions are to be viable. To actualize a teaching vision, particular pedagogical practices are enacted including an engaging learning environment, authentic learning tasks, and discovery learning experience (i.e., inquiry pedagogy) ([3], p. 534). Inquiry pedagogy is a 21st century approach that engages students in questioning, problem solving, experiencing, and acting. Inquiry pedagogy will be discussed later in the chapter as a key approach for developing a

School districts often mandate curricula. In some districts the curriculum guidelines offer clear perspectives for teaching. In Ontario, Canada the Social Studies curriculum uses a perspective of citizenship education that promotes active, responsible citizens and provides an process for activating perspective [11]. **Figure 1** ([11], p. 8), illustrates a process for activating perspective by beginning with a clear vision, set goals for teaching social studies, and frame-

*Activating perspective taking in practice ([11], p. 8). © Queen's printer for Ontario, 2018. Reproduced with* 

**198**

**Figure 1.**

*permission.*

Derived from Dewey's theories [12] of experience and education, and constructivist traditions, inquiry-based pedagogy is generally understood as a studentdriven, experiential approach to learning [13, 14]. Children collaborate as they question and explore a common goal or interest [15]. Inquiry-based pedagogy values "building on students' prior knowledge, scaffolding new experiences and the students' construction of knowledge" ([16], p. 281). Inquiry-based learning has been described in a number of ways including guided inquiry [17], knowledge building [18], and open inquiry [19] to name a few. While each of these approaches emphasize slightly different components of inquiry-based learning, they all encourage children to investigate their own curiosities about the world. Children's questions are at the centre of the learning experience and their questions drive the learning experience forward [18].

The teacher's role is to guide the children through careful planning and ongoing reflective practice as they explore their questions and queries. Children's voices and ideas are at the centre of the learning. Self-directed learning and studentcentered learning are foundational to the process. Throughout this student-centered approach to learning, the teacher is responsible for teaching children the required skills to engage in student-directed learning (reading and writing skills, research skills, analyzing information, and collaborating with peers). "teachers need to demonstrate the skills needed for reflection and provide opportunities for students to practice them, while encouraging students to continually reflect on their work" ([11], p. 24).

As children listen, share, experience, research, and explore, they work alongside their teacher to develop new understandings and come up with new theories about what they are learning [20]. Inquiry-based learning repeats and reviews process. Children share their points of view, ask more questions, explore and experience the world, and read a variety of texts in order to gather more information. In an inquiry-based classroom, children are expected to share misconceptions, and misguided theories and through experience and experimentation sort out their

understandings. Inquiry-based learning does not yield a "right answer". Instead, the approach is used to assess the effectiveness of investigations or learning and students learn the ability to reflect on their work ([11], p. 24).

An inquiry-based approach is in keeping with a vision for developing responsible active citizenship. Taking interest in events or issues, having ownership of one's learning, and, working with others to solve problems or answer questions are undertakings of active citizens. The Ontario Ministry of Education provides a process for engaging in inquiry learning in its Social Studies curriculum. **Figure 2** illustrates a model for inquiry-based learning that includes five components that students use to investigate events, solve problems, and share findings.

The five components include: formulating questions, gathering and organizing information, interpreting and analyzing information, evaluating information and/ or evidence, and communicating findings ([11], p. 23). The figure provides several

**Figure 2.**

*The inquiry process ([11], p. 24) © Queen's printer for Ontario, 2018. Reproduced with permission.*

**201**

pedagogy.

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

suggestions for ways to enact inquiry through the components. There is no particular order or entry point for the process to occur; and, not all learning experiences use all five components. It is entirely acceptable and expected for some elements to

Inquiry-based pedagogy brings learning to life. Children have opportunity to question, explore, examine, interrogate, rethink, and communicate ideas and challenge truths. With inquiry-based learning, children invest in their learning; they own it and develop a sense of care for the issues and topics they explore. When using an inquiry-based approach, students not only learn about subject matter; by experiencing, exploring, debating, and collaborating with others, they learn about

Like inquiry-based pedagogy, critical pedagogy uses many strategies for learning including questioning, discussing, exploring multiple perspectives, and communicating ideas. What differs is the involvement of an ideology that advocates for social

A critical inquiry-based environment includes critical pedagogy. Critical pedagogy provides an avenue for examining social justice issues in local and global contexts. It has roots in Freire's theories of critical dialog and pedagogy for liberation [21]. Education is used as a vehicle for mobilizing the oppressed by teaching language and literacy and the movement towards understanding power and patterns of inequalities. An enlightenment through education encourages mobilization and change for those in poverty. In classrooms around the world today, critical pedagogy is also for the privileged; to unearth privilege and encourage action towards equity. In Delpit's earlier writings on cultural capital she explains "those with power are frequently least aware of – or at least willing to acknowledge – its existence." ([22], p. 282). Applying a lens of critical pedagogy to all classrooms allows for developing

What is required first is a shift in thinking from traditional, colonialist, capitalist views. Kumashiro proposes four strategies for framing classroom practice: 1. Doing homework, 2. Inverting and exceeding binaries, 3. Juxtaposing different texts, and 4. Promoting action and change [23, 24]. Doing homework refers to rethinking assumptions and beliefs and to reconsider notions of privilege and mainstreaming [23]. Critical pedagogy also requires self-reflexive practice; that is, creating space for students and teachers too have opportunities to reflect on their reading practices as they critique and transform their own understandings and investments and imagine new possibilities for bringing about change ([23], p. 153). Inverting and exceeding binaries suggests moving beyond our standard norms for identities (e.g., boys and girls). Juxtaposing different texts refers to exploring multiple perspectives through a variety of texts. These four teaching strategies complement inquiry

Critical literacy branches from critical pedagogy and is an approach that aims to achieve the goals of critical pedagogy through the use of texts, language and literacy and is a commonly applied to inquiry-based pedagogy. Lewison, Flint, and Sluys [25] use four dimensions to describe critical literacy. The following dimensions are applied to texts and to class discussions: 1. Disrupting the common place, 2. Interrogating multiple viewpoints 3. Focusing on sociopolitical issues 4. Taking action and promoting social justice ([25], p. 382). While seemingly selfexplanatory and common sensical, these dimensions are still somewhat radical in many classrooms and school communities. To explore texts through multiple

awareness, critical thinking, and activism towards equity and justice.

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

themselves, communities, and the world.

**3.2 Critical inquiry based learning**

justice.

be used for a variety of lessons within an unit of study.

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

suggestions for ways to enact inquiry through the components. There is no particular order or entry point for the process to occur; and, not all learning experiences use all five components. It is entirely acceptable and expected for some elements to be used for a variety of lessons within an unit of study.

Inquiry-based pedagogy brings learning to life. Children have opportunity to question, explore, examine, interrogate, rethink, and communicate ideas and challenge truths. With inquiry-based learning, children invest in their learning; they own it and develop a sense of care for the issues and topics they explore. When using an inquiry-based approach, students not only learn about subject matter; by experiencing, exploring, debating, and collaborating with others, they learn about themselves, communities, and the world.

Like inquiry-based pedagogy, critical pedagogy uses many strategies for learning including questioning, discussing, exploring multiple perspectives, and communicating ideas. What differs is the involvement of an ideology that advocates for social justice.

#### **3.2 Critical inquiry based learning**

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

students learn the ability to reflect on their work ([11], p. 24).

students use to investigate events, solve problems, and share findings.

*The inquiry process ([11], p. 24) © Queen's printer for Ontario, 2018. Reproduced with permission.*

understandings. Inquiry-based learning does not yield a "right answer". Instead, the approach is used to assess the effectiveness of investigations or learning and

An inquiry-based approach is in keeping with a vision for developing responsible active citizenship. Taking interest in events or issues, having ownership of one's learning, and, working with others to solve problems or answer questions are undertakings of active citizens. The Ontario Ministry of Education provides a process for engaging in inquiry learning in its Social Studies curriculum. **Figure 2** illustrates a model for inquiry-based learning that includes five components that

The five components include: formulating questions, gathering and organizing information, interpreting and analyzing information, evaluating information and/ or evidence, and communicating findings ([11], p. 23). The figure provides several

**200**

**Figure 2.**

A critical inquiry-based environment includes critical pedagogy. Critical pedagogy provides an avenue for examining social justice issues in local and global contexts. It has roots in Freire's theories of critical dialog and pedagogy for liberation [21]. Education is used as a vehicle for mobilizing the oppressed by teaching language and literacy and the movement towards understanding power and patterns of inequalities. An enlightenment through education encourages mobilization and change for those in poverty. In classrooms around the world today, critical pedagogy is also for the privileged; to unearth privilege and encourage action towards equity. In Delpit's earlier writings on cultural capital she explains "those with power are frequently least aware of – or at least willing to acknowledge – its existence." ([22], p. 282). Applying a lens of critical pedagogy to all classrooms allows for developing awareness, critical thinking, and activism towards equity and justice.

What is required first is a shift in thinking from traditional, colonialist, capitalist views. Kumashiro proposes four strategies for framing classroom practice: 1. Doing homework, 2. Inverting and exceeding binaries, 3. Juxtaposing different texts, and 4. Promoting action and change [23, 24]. Doing homework refers to rethinking assumptions and beliefs and to reconsider notions of privilege and mainstreaming [23]. Critical pedagogy also requires self-reflexive practice; that is, creating space for students and teachers too have opportunities to reflect on their reading practices as they critique and transform their own understandings and investments and imagine new possibilities for bringing about change ([23], p. 153). Inverting and exceeding binaries suggests moving beyond our standard norms for identities (e.g., boys and girls). Juxtaposing different texts refers to exploring multiple perspectives through a variety of texts. These four teaching strategies complement inquiry pedagogy.

Critical literacy branches from critical pedagogy and is an approach that aims to achieve the goals of critical pedagogy through the use of texts, language and literacy and is a commonly applied to inquiry-based pedagogy. Lewison, Flint, and Sluys [25] use four dimensions to describe critical literacy. The following dimensions are applied to texts and to class discussions: 1. Disrupting the common place, 2. Interrogating multiple viewpoints 3. Focusing on sociopolitical issues 4. Taking action and promoting social justice ([25], p. 382). While seemingly selfexplanatory and common sensical, these dimensions are still somewhat radical in many classrooms and school communities. To explore texts through multiple

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 the lens of social justice.

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

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 ([30], p. 7).

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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inquiry pedagogy.

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

form powerful pedagogy. Critical inquiry-based pedagogy is a useful approach for

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,

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

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

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

these questions connect with citizenship education.

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

citizenship education.

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

form powerful pedagogy. Critical inquiry-based pedagogy is a useful approach for citizenship education.
