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References

References'

About Us. (2018, December 11). Retrieved October 20, 2019, from https://triangleprogram.ca/about-us/.

Critical Reflection. (2019, March 4). Retrieved October 20, 2019, from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/critical-reflection.

Davis, B., Sumara, D., & Luce-Kapler, R. (2015). Engaging Minds: Cultures of Education and Practices of Teaching (3rd ed.). New York: Routledge. Grandy, A. (2019, June 20). Triangle Program Video Project 2019. Retrieved October 20, 2019.

Paulo Freire: Pedagogy of the Oppressed. (2017, May 16). Retrieved October 20, 2019.

Rainbow colored hand with a fist raised up. Gay Pride. LGBT concept. Realistic style vector colorful illustration. Sticker, patch, t-shirt print, logo design. (n.d.). Retrieved October 20, 2019.

Triangle Program. (n.d.). Retrieved October 20, 2019.

' Davis et al. (2015) Democratic Citizenship Education; Chapters 3.1 and 3.2

-Democratic Citizenship Education refers to “those approaches to schooling that are attentive to collective process and cultural inequities. [They are] informed mainly by the social sciences, [and] its principal aims are to promote social justice and productive collective action, in part through recognizing and (where appropriate), subverting hegemonic structures.”

-A series of civil rights movements helped to awaken (e.g. consciousness-raising & feminist theory) public awareness to a range of social inequities rooted in popular ideologies and mythologies. Schools were implicated as they were shown to do more to perpetuate social conditions and uncritical prejudices than to challenge them.

-Knowledge was framed as SOCIAL CONSTRUCTION that is unavoidably partial – this is, both incomplete and biased Learning was recast as PARTICIPATION in and INDUCTION into a culture’s discourses

-Teaching is seen as a process of EMPOWERING by involving learners in participatory projects and through RAISING AWARENESS of situations

3.2 Knowledge and Learning in Democratic Citizenship Education

'Key concepts that will be covered in this section:

-Situated/Knowledge and Learning/situatedness

-Diversity

-Democratic Citizenship Education Example: Triangle Program, Toronto District School Boar

Situated Knowledge

-Knowing is being and being is knowing (Davis et al, 2015, p. 136)

-Each culture has a distinct set of tools available for thinking, and these tools contribute to fundamentally different ways of perceiving, organizing, and acting (Davis et al, 2015, p. 137)

-The fundamental nature of human cognition (e.g. the process of acquiring knowledge and understanding through thought, experience, and the senses) varies from one culture to another (Davis et al, 2015, p. 138)

-All knowledge is situated in physical, social and cultural contexts (Davis et al, 2015, p. 138)

-The elements contribute to habits of thinking as they frame what is knowable, doable, and be-able (Davis et al, 2015, p. 138)

-Human knowing is situated through a culture’s technology, for example, language and literacy (Davis et al, 2015, p. 140)

-Human knowing is not just highly reliant on the situation; it is completely at east with distributing it's knowing across its situation (knowing is being, being is knowing) (Davis et al, 2015, p. 142)

-Within Democratic Citizenship Education, knowing is most commonly characterized in terms of SITUATED DOING / BEING and learning in terms of APPRENTICING / BECOMING (Davis et al, 2015, p. 143)

Diversity

Popular understandings of diversity must be challenged:

Standardized Education: diversity is seen as a divergence from normality, and, so, it is often treated as a problem to be remedied (Davis et al., p. 134)

Authentic Education: diversity is seen as a birthright of the individual, and so nurtured and celebrated, but considered in isolation (Davis et al., p. 135)

Democratic Citizenship Education: diversity is contextual, and entails a more engaged, critical consideration of what might be valuable for individuals whose identities are shaped by and realized within collectivities (Davis et al., p. 135). Democratic Citizenship Education aims to reconstrue normality as a cultural construct that operates to limit differences and constrain choice (Davis et al., p. 135).

What might Democratic Citizenship Education look like?

-The Triangle Program (Toronto District School Board) is a “high school that hosts wonderful LGBTQ+ youth who are in need of a smaller and safer space where they can find and build community. [It] strive[s] to reflect [its] students’ experiences in an LGBTQ+ and social justice-focused curriculum.”

-The Triangle Program at Oasis Triangle (Toronto District School Board) is a direct result of the ways in which knowledge and learning in education are influenced through social justice in practices of democratic citizenship education, namely diversity.

-The Triangle Program offers academic and applied level programs for lesbian, gay, bisexual, transgender and queer (LGBTQ) students

-It covers LGBTQ history, literature, and issues

-It allows students to access LGBTQ community events and co-operative education

Triangle Program’s Linkage to Democratic Citizenship Education

-In Democratic Citizenship Education, “Culture arises in the interactions of selves, and so even if one wanted to do so, it would be impossible to create an educational system that completely ignored individuality or collectivity” (Davis et al., 2015, p. 120).

-Thus, the discourse of Democratic Citizenship Education reframes the role of the school to actually “participate in the creation of values and possibilities. The school is not a cog in the machinery of society; it is a vibrant part of the body politic” (Davis et al., 2015, p. 120).

-Schooling is a participant in shaping culture (Davis et al., 2015, p. 120).

-21st Century Knowing: where knowing is associated with deep specialization and the capacity to generalize to other domains out of the depths of that expertise (Davis et al., 2015, p. 132).