Abstract

In the transformative era of globalization, traditional conceptions of citizenship are challenged by a new idea of citizenship education in which students are empowered to get involved in civic actions designed to promote social justice. This single case study extends scholarship on critical citizenship education by illuminating the experience of a South Korean elementary teacher who effectively implemented the teaching of critical consciousness and social action skills in the standards-based social studies classroom by responding creatively to the mandated standards. The findings highlight three instructional strategies that the teacher created to deal with dilemmas recognized in the practice of critical citizenship education. Practical implications are provided to help teachers, teacher educators, and school leaders craft better opportunities for children to be engaged in critical citizens.