Date(s): 01. May
In the modern world, to be conscious of their position within society and/or state, all citizens need to construct their personal values by questioning and evaluating orthodoxies. The ability to make choices is based on the ability to judge, to evaluate and to construct one´s own personal hierarchy of cultural values. Each citizen needs to confront civic virtues within the cultural tradition of the surrounding world.
The confrontation of civic virtues with cultural tradition results in building and developing one´s personal cultural identity. Cultural identity is not permanent, built once and for ever but fluid, just as the position of a citizen within given society is constantly in flux. In today’s multicultural world, cultural identity plays a crucial role in understanding the identities of other people, but empathy toward others´ cultural identities cannot be developed without understanding one´s own cultural identity.
Therefore, developing cultural awareness and cultural identity plays a crucial role in civic co-operation with others, as well as in civic participation in the life of a society. People are able to consciously and responsibly participate if and only if they are aware of where they stand, what they expect from others, and how they perceive other people.
For decades civic virtues have been developed through various kinds of citizenship education in Europe. Cultural identity has not been developed consciously, except as a by-product of several art education subjects in different schooling systems. Art and citizenship streams in education have been largely separate, causing reproduction of cultural stereotypes and prejudices toward citizens from other cultures.
Art education and citizenship education can and should co-operate in order to educate responsible citizens participating in societal life in responsible ways. Civic education pursues a variety of goals, including appropriate understanding of patriotism, the responsibilities of citizens in the promotion of effective government, human rights, obligations to promote sustainability while also promoting strong economies that benefit all citizens, and evolving practices for communication and immigration throughout the world. The arts pursue understanding of comparable issues, but using diverse communication modes, including symbolic and metaphorical representations of the human condition and empathetic narratives of the universal human condition. The issue will explore the use of the arts as a technique for promoting more effective civic education. We seek contributions from a variety of European cultures to identify and clarify shared perspectives as well as divergent views that would be enhanced by a greater understanding of differing approaches to these issues.
Some of the questions we are looking to address are:
a) Which specific roles do citizenship as well as art education play in developing cultural awareness and cultural identity in today´s world?
b) In which ways can art education enhance effective achievement of the goals of citizenship education?
c) Are there specific methods of co-operation between art-citizenship education that are more effective than others (stating common goals? use of common methods? use of common values? etc.).
d) What sorts of art education are suitable for fulfilling the aims and goals of citizenship education?
e) How should cooperative citizenship education with art education vary by school level?
Suggested length: 5,000-8,000 words.
First submissions by authors to editors: 1st May 2015
Response to authors by editors: 30th June 2015
Final submission from authors: 15th September 2015
Journal publication online: February 2016
If you are interested in submitting an article, please contact one of the editors of this issue:
Erich Mistrík, Comenius University, Bratislava, Slovakia (erich[at]erichmistrik.sk),
Julie Van Camp, Prof. Emerita, California State University, Long Beach, USA (jvancamp5[at]gmail.com)
To submit your paper please go to new submissions and follow the instructions. All authors are kindly asked to follow the editorial guidelines of JSSE.
The Journal of Social Science Education (JSSE) is an international peer-reviewed academic journal in the area of research on teaching and learning in the field of social science education. It is characterized by its orientation towards both theory and research, originality and innovativeness, a strong interdisciplinary approach and internationalism with special attention to the European academic discourse.
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