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Two-Column Notes

Date:
9/21/2016
Page #
Pg. 14

Pg. 14

Pg.15

Name: Daniel Carter

Class/Subject: EDTL 2760

MR Title(s): Patterson, N. Doppen, F. Misco, T. (2012) Beyon personally responsible: A


study of teacher conceptualizations of citizenship education
The Text Says
I Say
Notes (key concepts, direct quotes, etc.)
My notes, commentary
This study shows that you need to understand the
teachers overall ideas of citizenship and the particulars of
citizenship that their overall ideas are composed of. You
need to understand essentially the building blocks that is
deeply embedded in the teacher that led them to this
concept of citizenship.
the majority of social studies teachers in this state Most teachers are personally responsible and when
as personally responsible in their orientation, with teaching a high-inference subject it can lead to problems.
Teachers might say preparing good citizens as being the
very few teachers embracing a Justice
most important reason for teaching social studies but the
orientation Although social studies teachers in
this study ranked preparing good citizens as the way in which they made meaning, or interpretation and
their views, can easily influence students to become the
most important reason for teaching social studies,
type of citizen that said teacher believes is right. Justice
the way in which they made meaning of the high- orientation is typically the better citizenship orientation
inference construct of citizenship constitutes a
when teaching because you are teaching knowledge
slippery path.
content for the purpose of strong citizenship with frequent
use of non-government social science to aid the overall
objective of strong citizenship.

This study highlights both the need to understand


teachers conceptualizations of citizenship and the
deep complexity inherent in these
conceptualizations.

personally responsible teachers in this study

situated citizen action in voting rights and local


community service little attention to critical
inquiry; rather they focused on participating
responsibly within the system valued
knowledge for knowledges sake by focusing on

Skillful judgement seeking for truth


Personally responsible teachers explained citizen action as
voting rights and local community service leaving out other
important opportunities of being an active citizen. Showed
little attention to critical inquiry, a freedom that were lucky
to have in America and something that helps us become
informed citizens using skillful judgement seeking for truth,

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rules and laws, and ceding much of this work to


the government classes. Disregarding citizenship
education, they predominantly framed teaching
history in terms of mastering content required for
the high school graduation test rather than
preparing active and informed citizens.

thus leading to better understanding and opportunity to


change. Instead they focused on rules and laws and taught
history simply for the goal of graduating not for students to
use the knowledge as active, informed, and educated
citizens.
Created bare minimum citizens educated to get by

participatory teachers deviated from this position

Unlike personally responsible teachers the participatory


teacher integrated historical content to help with the goal
of producing active citizens. They focused on the use of
knowledge beyond graduation and local use including global
perspective, critical thinking, self-actualization, and social
action.
Created citizens armed with knowledge to respond
and participate

(referring to personally responsible teachers)


primarily by leveraging historical content for
citizenship aims. They interwove knowledge and
citizenship as a critical vehicle for precipitating
future action. Theirs was a focus on the value and
use of knowledge beyond local issues, primarily
by including global perspectives, a healthy
application of critical thinking, self-actualization
and, ultimately, social action.
They considered the social studies classroom an
incubator for active citizenship.
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Justice orientated teachers were very similar to


participatory teachers in marshaling lessons across participatory teachers in preparing future well rounded
all disciplines to prepare critical citizens. Beyond citizens integrating historical knowledge along with deeper
offering classroom and community-based practice level thinking. However, the difference between them is
justice oriented teachers taught skills to help promote
in citizenship skills, however, they advocated
change of structures rather than response within existing
letter-writing, petitioning and running for office.
ones, meaning justice oriented teachers taught how to
In their classrooms, action was more directed
become more directly involved as a citizen promoting
toward changing structures of inequality than
change. They taught letter-writing, petitioning and running
responding to the needs within existing
for office
justice-oriented teachers were similar to the

structures.

Connections to previous MR: Introspectiveness. That is one thing that has remained a common theme for all of the MRs. Dont
just inform students the basics because then your just an informant not a teacher, as a teacher you need to build a frame of mind
on the facts and give them the tools to make something of it. My best teacher, Mr. Treherne taught how to dig deeper, he told
us, Think outside the box, but not just outside the box you need to look at the box from every angle, see why the box is the
way it is and how it came to be that way. He was an English teacher but that can apply to just about every subject, and when
talking about strong citizens I believe thats how you can make a difference.

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