In this episode of the #conversations4citizenship podcast, host Dr. Stella Micheong Cheong interviews Professors Keith Barton and Li-Ching Ho about their new book "Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education". Keith and Li-Ching explain that they treat social and civic education as a single concept to be inclusive of the various related subjects taught in different countries. A key focus of their book is on the intersection of justice and harmony in citizenship education.

Keith explains that they draw on Amartya Sen and Martha Nussbaum's capabilities approach to justice, which focuses on providing people the opportunities they need to lead the lives they choose. Li-Ching adds that harmony is an important but often overlooked educational aim that is about building relationships. They propose the concept of "critical harmony" which values diversity, embraces conflict as a means for progress, and seeks balance by amplifying marginalized voices.

Keith and Li-Ching emphasize that social and civic education should help students deliberate social policies to enhance justice and harmony, not just focus on interpersonal relations. They provide case studies in their book, such as how Singapore's public housing policies deliberately foster everyday interactions between diverse groups.

When asked about challenges as an Asian researcher, Li-Ching advises framing one's work in terms of larger problems that are relevant across contexts, rather than just focusing on a specific country. Keith adds that non-Western perspectives should be seen as valuable contributions to global educational discourse.

Regarding the role of social justice and citizenship education amidst current global challenges, Keith and Li-Ching argue that the pandemic has highlighted the centrality of social relationships. They are also exploring how to cultivate pragmatic and transformative hope in students by studying examples of people successfully bringing about positive change. In their own teacher education work, they aim to empower pre-service teachers to be curriculum gatekeepers who enact their professional beliefs despite constraints. Ultimately, Keith and Li-Ching believe educators worldwide can unite around the goal of improving the wellbeing of people and the planet.

This episode is hosted by Stella Micheong Cheong, Adam Peter Lang and Kamille Beye.  Please subscribe to the podcast through Apple, Google, Spotify, or Amazon Music. You may also follow @c4c_ed on Twitter. We look forward to hearing your feedback. If you would like to explore participating in our podcast and submit your blog post to the C4C,  do not hesitate to reach out through the online participation form or email us at [email protected]

Further Reading List

• Barton, K. C., & Ho, L. C. (2022). Curriculum for justice and harmony: Deliberation, knowledge, and action in social and civic education. Routledge.
• Li, C. (2006). The Confucian ideal of harmony. Philosophy East and West, 583-603.
• Nussbaum, M. (2000). Women and Human Development: The Capabilities Approach. Cambridge, MA: Cambridge University Press.
• Osler, A., & Starkey, H. (2017). Teacher education and human rights. Routledge.
• Parker, W. C. (2023). Education for liberal democracy: Using classroom discussion to build knowledge and voice. Teachers College Press.
• Sen, A. K. (2009). The Idea of Justice (1st ed.). Harvard University Press.
• Thornton, S. J. (1989). Aspiration and Practice: Teacher as Curricular-Instructional Gatekeeper in Social Studies.

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