The term, ‘civic deficit’, has been used to describe a situation in which a significant proportion of Australian citizens display low levels of knowledge and understanding of, and low levels of engagement with, Australian political and constitutional arrangements. This civic deficit has attracted increased attention by governments, policy makers, and the broad educational community within Australia in recent years. The Report of the Civics Expert Group (1994) identified school education as a major site in which to address this deficit, and the past decade has seen increased emphasis on civics and citizenship education in Australian schools. The thesis critically examines the role of civics and citizenship within Australia secondary schools. It does this, not purely from an educational perspective, but from within the broader context of the contemporary Australian political system. This thesis regards citizenship as inherently a political concept, and develops the notion of democratic citizenship as the most significant element of this. It is argued that democratic citizens are more than merely knowledgeable about their nation’s democratic traditions, government institutions and constitutional arrangements. While these elements of civics and citizenship education have a role, democratic citizens are genuine members of their political community. It is argues that they are inquisitive participants in that community.
| Identifer | oai:union.ndltd.org:ADTP/245846 |
| Creators | Wise, Rodney R. |
| Source Sets | Australiasian Digital Theses Program |
| Detected Language | English |
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