In Search of Good Citizens: Citizenship Education and Social Studies in Canada

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These are only suggestions and ideas that can be adapted and modified for different situations and needs,”⁷⁴ a Saskatchewan teacher’s guide states. Certainly the implication in all of the guidelines is that teachers should choose whether to employ a strategy, when to employ it, and how to employ it.

What is abundantly clear is that the ministries/ departments are reluctant to give firm direction on the matter of teaching and learning strategies in areas that are normally associated with citizenship education. An exception to this lies in the growing approval of learning activities that involve young people in direct participation in and experience of life in the community. Often this takes the form of volunteer work with social service agencies, in the belief that such experience will contribute to the development of a commitment to voluntarism. Apprenticeshiplike experiences in the realms of business and politics are also popular; again, the presumption is that the direct experience of participation will help foster a commitment to participation in the life of the community, however defined. The recent report of the Conseil supérieur de l’Éducation (CSE) places special emphasis upon extracurricular initiatives in Québec, such as student involvement in student councils, youth parliaments, community involvement, and the work of international associations such as Solidarité Tiers Monde.⁷⁵

This faith in “service learning” as a vehicle for developing citizenship is showing up in educational jurisdictions across North America with many, including Ontario, requiring certain levels of community service for high school graduation. Rahima Wade and David Saxe, in their review of the literature on service-learning, point out that these programs typically focus on four key outcome areas: academic development— students will learn something about the issues in their communities and develop academic skills; social and personal development—students will develop a sense of altruism (commitment to the common good) as well as heightened self-esteem; political efficacy—students will believe that they can participate effectively, that they can make a difference; and future participation—students will grow into adults who are more likely to be participating citizens.⁷⁶

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