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Educating “Good” Citizens in a Globalising World for the Twenty-First Century


EDUCATING “GOOD” CITIZENS FOR A GLOBALIZED WORLDCULTURAL DIFFERENCE AND SHARED VALUESA CURRICULUM PERSPECTIVEGLOBAL CITIZENSHIP AND CIVIC VIRTUEA “GOOD” CITIZEN AND THE AUSTRALIAN CURRICULUMCITIZEN OR “SIMIN”INTERCULTURAL EDUCATION, CITIZENSHIP AND NATIONAL IDENTITYCULTIVATION OF “GOOD” CITIZENSBEING GOOD BUT CRITICALCONCLUSIONREFERENCESEXPLORING THE POTENTIAL TO EDUCATE “GOOD CITIZENS” THROUGH THE AUSTRALIANUNPACKING THE TERMINOLOGYTHE CONTEXT OF NATIONAL CURRICULUM DEVELOPMENT IN AUSTRALIATHE DEVELOPMENT OF CCE IN AUSTRALIATHE DISCOVERING DEMOCRACY PROJECTTHE MELBOURNE DECLARATION AND A NATIONAL CURRICULUMTHE CIVICS AND CITIZENSHIP CURRICULUM IN THE AUSTRALIAN CURRICULUMTHE POTENTIAL OF THE CROSS CURRICULUM PRIORITIES FOR CIVICS AND CITIZENSHIPTHE AUSTRALIAN GOVERNMENT REVIEW OF THE CURRICULUMCONCLUSIONREFERENCESTHE “GOOD” CITIZEN FOR THE 21ST CENTURY“GOOD” CITIZENS FOR 21ST CENTURY AUSTRALIAACTIVE CITIZENSHIPINFORMED CITIZENSHIP“GOOD” CITIZENS AND THE AUSTRALIAN CURRICULUMCIVICS AND CITIZENSHIP RATIONALE AND AIMSCURRICULUM STRUCTUREKnowledgeSkillsValuesCURRICULUM ORGANIZATIONCurriculum SequenceCONCLUSIONSNOTEREFERENCESCIVIC VIRTUE AND GLOBAL RESPONSIBILITIESEDUCATION FOR GLOBAL CITIZENSHIP: THE AUSTRALIAN CONTEXTWHY EDUCATION FOR GLOBAL CITIZENSHIP?CONCLUSIONREFERENCESCULTURAL DIFFERENCE AND SHARED VALUESARE THERE TWO ONTOLOGIES, EAST AND WEST AND TWO IDEALS OF THE GOOD PERSON?THE VIRTUOUS CITIZEN OPERATING WITHIN DYNAMIC AND SHIFTING CONTEXTSBEYOND CULTURAL RELATIVISM, TOWARDS CULTURAL PLURALSIMAVOIDING THE PITFALLS OF EVOLUTIONARY PSYCHOLOGYTHE VIRTUOUS CITIZEN AND OUR COMMON BIOLOGICAL AND NEUROBIOLOGICAL HERITAGECONCLUSIONREFERENCESVALUES EDUCATION AND THE MAKING OF “GOOD” CITIZENS IN AUSTRALIAVALUES, “GOOD” CITIZENS AND AUSTRALIAN SCHOOLSA VALUES EDUCATION FOR “GOOD” AUSTRALIAN CITIZENSTHE VALUES EDUCATION STUDY (2002-2004)VALUES EDUCATION PROGRAM (2004-2010)NATIONAL FRAMEWORKTHE VALUES EDUCATION GOOD PRACTICE SCHOOLS PROJECT STAGE I: 2004THE VALUES EDUCATION GOOD PRACTICE SCHOOLS PROJECT STAGE II: 2006-2008THE VALUES IN ACTION SCHOOLS PROJECT: 2009-2010POLICY CONSOLIDATION FOR THE VALUES OF A “GOOD” CITIZENCONCLUSIONREFERENCES“CITIZEN” OR “SIMIN”?RESEARCH BACKGROUND AND OBJECTIVESCONCEPTUAL FRAMEWORK OF CIVIC VIRTUESINSTRUMENTAL POLITICAL VIRTUESINSTRUMENTAL ECONOMIC VIRTUESINSTRUMENTAL SOCIAL VALUESMETHODSSampling TechniquesSampling Design and FrameworkDistribution of the Number of the Samples in Different AreasMAIN FINDINGSStatus of Political Virtue of Middle School StudentsSTATUS OF ECONOMIC VIRTUE OF MIDDLE SCHOOL STUDENTSEconomic Virtue 1: IndependenceEconomic Virtue 2: HonestyEconomic Virtue 3: TemperanceSTATUS OF SOCIAL VIRTUE OF MIDDLE SCHOOL STUDENTSSocial Virtue 1: Civic RespectSocial Virtue 2: Common AwarenessSocial Virtue 3: Ecological ConsciousnessDISCUSSIONSTUDENT SELF INTEREST OUTWEIGHS PUBLIC INTERESTSTUDENT ECONOMIC VIRTUES ARE STRONGER THAN POLITICAL AND SOCIAL VIRTUESA DYSFUNCTION BETWEEN KNOWING AND PRACTISING CIVIC VIRTUESCONCLUSIONSNOTESREFERENCESTO SHOW “CHINESE CHARACTER”IDENTITY FORMATION AND ‘SYMBOLIC STRUGGLE’ICT, CROSS CULTURAL COLLABORATION AND IDENTITY CONSTRUCTIONMETHODSThe On-Line Cross-Cultural Educational ProjectParticipantsData Collection and AnalysisFINDINGSGOOD VS BAD: A WORLD OF COMMON SENSEACTS OF SELF-REPRESENTATION: IDENTITY AS A FORM OF SYMBOLIC STRUGGLECONCLUSIONSNOTEREFERENCESON IDENTITIES OF COMMUNITY IN CIVIC AND CITIZENSHIP EDUCATIONCITIZENSHIP EDUCATION: A GROWING AREA OF COMPARISONTHE MODERN PRACTICES OF CCE: MODELS OF NATION STATES AND THEIR DIFFERENCES ON GOOD CITIZENSImages and Models of Good Citizen of Nation-StatesThe Relationship of Matrix and the Differences among the Practices of Models in Eight CountriesOECD COUNTRIES AND CHINA: A COMPARISON OF “GOOD” CITIZEN IN SECONDARY SCHOOLSICCS IN 2009: DECREASING KNOWLEDGE OF GOOD CITIZENS“GOOD CITIZEN” IN CHINESE SECONDARY SCHOOLS: INVESTIGATIONS FROM 2003 AND 2012Stage 1 of Good Citizen: The Successor, Laborer and Constructor of SocialismStage 2 of Good Citizen: Qualified Citizen of Socialism with Chinese Characteristics“GOOD CITIZEN” FROM THE PERSPECTIVE OF CHINESE MIDDLE SCHOOL STUDENTSHigher Rates on National Identity of Good CitizenStudents Agree that a Good Citizen Should Protect the EnvironmentStudents Agree that a Good Citizen Should be One of Self-RealizationIdentity on Civic and Citizenship Awareness Differs among the GradesIDENTITY OF GOOD CITIZENS FROM COMMUNITY VALUESWe-Ness in the Narrated: An Essence of Good Citizen in an Imagined CommunityWe-Ness in the Constructed: The Specific Question of Good Citizen in a Preferable CommunityWe-Ness in the De-Constructed: The Crisis of Identity of Good Citizen in the ModernityNO CITIZEN LEFT BEHIND: RE-CONSTRUCTION OF IMAGES OF COMMUNITY AND REFORM OF CULTIVATION SYSTEMS OF GOOD CITIZENRoadmap of Reconstruction of Images of Good Citizen Based on the Values of CommunitySearching for Consensuses of Good CitizenRealization of Public Identity as the Confirmations of Values of Community and Purpose of Cultivation of Good CitizenCONCLUSIONREFERENCESBEING GOOD BUT CRITICAL CITIZENSOVERVIEW OF THE TWO CURRICULATHEORETICAL BACKGROUNDFINDINGSHOW TO DEVELOP THE “CRITICAL” CITIZENDISCUSSION AND CONCLUSIONSNOTESREFERENCES
 
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