| Pedagogical Content Knowledge in Citizenship Education: Framing Social Justice, Democratic Agency, and Civic Responsibility |
| کد مقاله : 1241-7THEEPCK |
| نویسندگان |
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صدیقه خورشید * دانشیار مدیریت سیستم، گروه مدیریت، دانشکده علوم اقتصادی و اداری، دانشگاه قم، قم، ایران |
| چکیده مقاله |
| Citizenship education is increasingly expected to prepare learners not only to understand civic institutions and responsibilities but also to engage critically with inequality, democratic life, and public problems. However, conventional Pedagogical Content Knowledge (PCK) may insufficiently address the sociopolitical contexts in which civic knowledge is constructed and taught. This article conceptually re-envisions PCK in citizenship education by integrating social justice, democratic agency, and civic responsibility. Drawing on scholarship concerning PCK, Social Justice PCK, citizenship typologies, inquiry-based learning, critical consciousness, global citizenship education, and spatial justice, the article examines how teachers’ professional knowledge can support more critically informed civic learning. It considers the distinctions among personally responsible, participatory, and justice-oriented citizenship, emphasizing that individual responsibility and civic participation do not necessarily involve analyzing the structural causes of social problems. The discussion also explores the C3 Framework’s Inquiry Arc and the Inquiry Design Model’s Understand, Assess, and Act sequence as approaches for connecting disciplinary understanding, evidence-based reasoning, deliberation, and informed civic action. Critical consciousness, critical global citizenship education, and spatial justice further extend this perspective by foregrounding power, inequality, geographical relations, and learners’ capacity for agency. The article identifies challenges associated with preservice teachers’ existing beliefs, curricular constraints, controversial public issues, and limited opportunities for authentic civic engagement. It concludes that developing justice-oriented citizenship education requires integrating social justice into subject-specific teacher preparation, supporting inquiry and inclusive dialogue, expanding equitable access to civic learning, and connecting classroom knowledge with meaningful action. This conceptual synthesis offers educators and curriculum developers a framework for considering how PCK can contribute to critically reflective, democratically engaged, and socially responsible citizenship. |
| کلیدواژه ها |
| Pedagogical Content Knowledge, citizenship education, social justice, democratic agency, civic responsibility, critical consciousness |
| وضعیت: پذیرفته شده برای ارسال فایل های ارائه پوستر |
