"The butterfly effect: the impact of citizenship education."
by Ponder, Jennifer, and Genell Lewis-Ferrell
The
main point of the journal is to portray how to develop citizenship among
elementary students by actively integrating civic integration and democratic
principles in the classroom by conducting projects in class and implementing a
social action curriculum.
The
journal pertains to development of citizenship --- one of the basic goals of
the teaching of Social Studies. The journal is applicable to the teaching of
Social Studies especially showcasing a concrete example of a novel approach of
the subject---one that is interesting, and interactive.
The
journal must be appreciated because of its equal distribution of discussion to
topics. The discussion was interesting from the beginning and would lead the
readers throughout the journal. How the paper was presented was in sequence and
readers do not need to adjust too much to be able to get the authors’ ideas.
Also, the presentation needs no further clarification, the presentation was
detailed to a point that it became too technical.
Another
positive point of the journal is the creativity of how it was written.
Involving the butterfly effect and the similitude of development of a butterfly
and development of citizenship is a fresh mode of writing.
The
journal’s recounting of a journey of a classroom teacher is a courageous step
in improving citizenship education. The enthusiasm of the authors in the
realization of this journal is especially remarkable. First, considering the
limitations of elementary curriculum as regards the issues and concerns of
citizenship, the authors were able to integrate such innovative steps. Second,
the broadness of the topic considering the target audience can be a hard task.
Third, the limitations of preparations on the part of Social Studies educators.
Fourth, the support system in the elementary education on the citizenship
education considering the low level of awareness among the young proves to be
challenging. Lastly, the difficulty of the subject matter, it being not so
appealing for the elementary students.
Notwithstanding
the foregoing limitations the authors ventured on developing strategies towards
understanding as well as sending infectious message of promoting the level of
citizenship awareness to the elementary students. A bold step indeed.
Although
ambitious the authors opened an avenue for intellectual discourse involving
citizenship education in the youth in various communities. However the
presentation is highly technical and posited a lot of assumptions to wit:
·
Applicability to all communities without
considering the children’s experiences, background, traditions, cultures or
ways of life
·
Homogeneity of understanding big terms in
political and legal parlance
·
The empirical data as shown in the tables
may not be applicable to all considering context and its meanings to their
being citizens
·
The relations of the individual, family and
community relation vis-à-vis state was not emphasized and clear.
The
journal failed to analyze that it may not be applicable to all communities and
failed to show sensitivity. Schools are composed of students coming from
different backgrounds and beliefs and
may not necessarily have uniform reaction to citizenship education taught to
them. An example is US, a country of multicultural people, or migrants that may
not very well relate to “citizenship”. The authors also failed to see that
certain terms in political and legal parlance do not mean the same all the
time. They failed to qualify the terms used. Another assumption is the data
used by the authors would not be always applicable in all contexts and would
depend on how the people would give meaning to such application. Lastly, the
authors also did not justify the type of citizenship they wish to develop; they
did not show how the state really relates to the citizens. The journal failed
to see the connections and relations among these interrelated
Also,
the authors did not dwell on the purpose of the activities engaged by
elementary students. Critical thinking should be developed in the elementary
level with the hows and the whys. The activities should have a connection to
the purpose of education. The students must be made to understand first why
flap their wings and how this flapping may cause effects. It is not to create a
noise or simply flapping butterfly wings but to educate the young why flap and
the effects it can create. This was not shown in the journal. The journal
failed to see that as elementary students they may have not yet acquired a
level of comprehension in which they may readily understand the purpose of
citizenship.
If
the discussion is applied to our experience certain methods may not suit
Philippine setting or may require different application in the Philippines. If
related in the Philippines considerations like experiences of various people
and their history must be taken into account before such activities or projects
can be carried out.
Finally,
the authors deserve due recognition for the contribution to the body of
knowledge and for infusing intellectual discourse on citizenship among the
elementary students in the field of Social Studies. This is on top of their
contribution in the research environment. The courage of these scholars is
worthy of emulation. Thus it is highly recommended for journal review as well
as reference material for students of history, government and politics.
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