This article is divided into two sections. The first section reviews the national high school history programs in Quebec from 1905 onward. It focuses on the national and civic identity developed through the programs, as well as on political wrangles over their identity-building goals. Because the Quebec public school system was denominational, and…

The author has been teaching pre-service elementary social studies teachers for over 20 years and one thing that always astonishes her is how "fuzzy" they are about why social studies is taught as a subject in schools. When she asks this question in her undergraduate social studies methods classes, she usually gets specific content-focused…

Social capital, moral education, and citizenship education are three big ideas fundamental to the health of any democratic state. Yet exactly what these terms mean is a source of much contention and divergent thinking. Bringing some clarity to the three might help the cause of bolstering their prominence in educational discourse and reform.…

In this paper we argue that the inherent flaw in the current Ontario civics curriculum is that it is too heavily influenced by the functional aspects of "what is" Canada, rather than giving the opportunity to experience the emotional qualities of what it means to be Canadian. Creating a community of learners based on the caveats of citizenship and…

In democratic societies the level of citizens' civic engagement and inclusion in all forms of democratic participation is crucial in maintaining social cohesion and a vibrant democracy. In the historical development of Canada's demographic, political, socio-economic and cultural systems, immigration continues to play an influential role. Our paper…

The field of civic education is one that encompasses an abundance of topics and issues. In an attempt to bring some much needed clarity to this field, this conceptual study will question the way different epistemological conceptions of citizenship and education influence the characteristics of civic education. Offering a new conceptual framework…

Contends that many educators believe that social studies as a subject does not have a future in Canadian schools systems. Asserts that social studies is essential and must address four critical areas to actualize its potential for attaining citizenship goals: content, critical thinking, community action, and caring. (CMK)

Continues a discussion of the state of secondary social studies in Saudi Arabia. Discusses the preparation of textbooks and their use by Saudi teachers. Notes problems with the texts and teachers' use of nontext materials in their teaching. Offers conclusions and recommendations for improving social studies education in Saudi Arabia. (DSK)

Critiques a survey of Canadian citizens' civics knowledge for its "Trivial Pursuit" style of questions and the conclusions drawn from the results by the survey sponsors. Argues that a responsible democratic citizenry must display higher cognitive skills than factual recall and that these skills are not measured by the survey. (DSK)

Promotes teaching human rights at every educational level in conjunction with the United Nations-declared Human Rights Year. Provides World Wide Web addresses for resources on human rights and the Human Rights Year, including the United Nations and Amnesty International. Summarizes UN-suggested guidelines for human rights commemoration…

Traces challenges to history's place in Canadian school curricula during the 20th century. Argues that while citizenship goals have provided the rationale for teaching history, history as a vehicle of citizenship education has come under assault. Considers the question of inclusion in the historical narrative and how it has been addressed. (DSK)

Argues that social studies in Saudi Arabia has gone through three periods since the 1920s. Reviews the first two periods as an introduction to contemporary developments. Notes the goals of social studies in Saudi Arabia. Reviews the results of a series of studies on the social studies curriculum and instruction. (DSK)

Provides a summary of postmodernist thinking and attempts to find a place for social studies in a system that abjures all accepted notions of authority and objectivity. Concludes that postmodernism's view of a world ruled by a multiple discourses is not inimical to social studies' emphasis on critical analysis. (MJP)

Challenges citizenship educators to be more cognizant of the social and communitarian aspects of democratic citizenship. Explores engagement with children's literature and development of a classroom creed as two ways to actively engage children in citizenship roles. Includes an interview with a participating teacher. (MJP)

Asks the question: To what can teachers realistically expect students to be committed in the field of citizenship education when governments are consistently cutting back on their own involvement in public life? Concludes that principles of community and social justice remain valid and relevant to young people. (MJP)