Civics and Citizenship – Teaching sensitive/controversial issues as active citizenship

Civics and Citizenship – Tasmanian Forests

It is widely recognised that ‘young people need to be able to operate as informed and active citizens’ both in their local communities and in the wider world. What does this look like in the early childhood classroom though and how can you support your child to be an informed and active citizen?

What it looks like in our classroom

The Australian Curriculum Humanities and Social Sciences curriculum aims to capitalise on children’s ‘curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally … ’. We have therefore been developing our students understanding of controversial community issues, specifically Tasmanian Forest protection.

According to Preston, Harvie and Wallace ‘an inquiry approach underpins the Humanities and Social Sciences curriculum area’ with inquiry skills such as questioning, researching, analysing, evaluating/reflecting and communicating being explicitly taught. Our grade two class has recently been engaging in discussions about Tasmanian Forests and thereby developing the ability to ask questions, clearly articulate their opinions and learning to have tolerance and respect for others’ opinions. The class went on an excursion to Liffey Falls to see first-hand some of the trees and animals that we have been talking about in class. We have also engaged in a Forest Discovery Experience in which the children engaged in a range of activities to develop their understanding of Tasmanian trees, forests and habitats.

(Forest Discovery Experience. Photo retrieved from http://www.forest-education.com/forest-discovery-experience)

Considering others views

As the students consider the concept of place and Tasmanian Forests as a place, I have asked them to consider the importance and significance of Tasmanian Forests and how others might feel about them. Our class has had a visit from a local parks and wildlife officer and Aboriginal Elders who talked about their roles in the protection of our forests and expressed why our Forests are important to them. We have also looked at some relevant newspaper articles and why different people have different opinions on the protection of our Forests.

(Parks and Wildlife officer Ian Mamoin. Photo retrieved from http://www.parks.tas.gov.au/index.aspx?base=2406)

(Aboriginal Elders. Photo retrieved from http://www.smh.com.au/nsw/far-from-extinct-indigenous-languages-thriving-in-public-schools-in-dubbo-20150226-13pvmk.html)

Communicating learning

We will begin evaluating and reflecting on what we have learnt through our research of Tasmanian Forests and the controversy around their protection. We will be looking at if we should be involved in protecting Tasmanian Forests and how we can respectfully inform our community about the current situation from either side of the debate.

What YOU can do

As a parent/carer your child looks up to you and is influenced by the way that you act and speak, this gives you a significant opportunity to support them in becoming an active and informed citizen.  You can support your child as they learn about real controversial issues within our community by:

·         Demonstrating tolerance of and respect for other people’s opinions.

·         Talk about/read/watch interesting and relevant newspaper articles/online articles/video clips about the issue, with your child (For example type the issue into Youtube or Google and check out what pops up).

·         Ask them questions and express your opinion (For example, ask questions about the who, what, where, when and why of the issue).

·         Get involved in the community!

References

Hoffnung, M., Hoffnung, R., Seifert, K.L., Burton Smith, R., Hine, A., Ward, L., Pause, C. & Swabey, K. (2013). Lifespan development. Milton, Qld: John Wiley and Sons Australia, Ltd.

Woolfolk, A. & Margetts, K. (2013). Teaching for learning. In Educational Psychology. (3rd ed. pp. 460 – 507). Frenchs Forest, NSW: Pearson Australia.

  Australian Curriculum, Assessment and Reporting Authority. (retrieved 14^th November, 2016). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/

Preston, L., Harvie, K., & Wallace, H. (2015). Inquiry-based learning in teacher education: A primary humanities example. Australian Journal of Teacher Education. 40(12), 73-85.

Tudball, L. & Gordon, K. (2014). Teaching for active and informed citizenship. In Teaching humanities and social sciences: History, geography, economics and citizenship. (5th ed. pp. 297 – 320). South Melbourne, VIC: Cengage Learning Australia.