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Examining the Claims of an Ontario Policy","","The claim that an Ontario (Canada) school board’s character education policy supports citizenship education is analyzed through a study of 181 documents. Results indicate the policy promotes students acquiring specific values, behaviors, and interpersonal skills rather than conceptual or situational knowledge. Although it supports active citizenship by encouraging decision-making, conflict resolution, and communication, it prioritizes participation that upholds the status quo. Limited pluralism support is weakened by a narrow diversity definition, leading to an assimilationist social cohesion and/or initiation purpose.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/does-character-education-really-support-citizenship-education-examining-the-claims-of-an-ontario-policy/597318/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/does-character-education-really-support-citizenship-education-examining-the-claims-of-an-ontario-policy/597318.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What main claim does the article examine?","Question",{"text":112,"@type":113},"The article examines whether the Ontario school board character education policy truly supports citizenship education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the policy’s impact assessed?",{"text":117,"@type":113},"It analyzed 181 documents to determine how the policy supports and/or undermines citizenship education’s goals.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study conclude about how the policy supports citizenship education?",{"text":121,"@type":113},"The policy encourages certain values and behaviors and promotes active citizenship aligned with the status quo, while its narrow view of diversity contradicts pluralism efforts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597318,1792450950,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Does Character Education Really Support Citizenship Education? Examining the Claims of an Ontario Policy  \nSue Winton  \nRyerson University  \nAbstract  \nThe claim that the character education policy of a school board in Ontario, Canada supports citizenship education is examined. 181 documents were analyzed to determine the ways the policy supports and/or undermines citizenship education’s goal to prepare students to become“knowledgeable individuals committed to active participation in a pluralist society”(Sears, Clarke, and Hughes, 2000, p. 153) . The findings show that the policy encourages students to acquire specific values, behaviours, and interpersonal skills rather than conceptual or situational knowledge. While the policy encourages active citizenship by promoting the development of decision-making, conflict resolution, and communication skills, it emphasizes participation in activities that support rather than challenge the status quo. The policy also offers some support for developing students’ commitment to pluralism, but its narrow definition of diversity and emphasis on shared values, behaviour, and language contradict these efforts. I conclude that the policy supports citizenship education that adopts an assimilationist conception of social cohesion and/or social initiation as its purpose(s) .  \nIntroduction  \nCharacter education may become commonplace in public schools in Canada (Ontario Ministry of Education, 2006; Alberta Education, 2005) as it has in the USA (Hamilton Fish Institute, 2005) and Britain (Arthur, 2005) . Character education is the explicit attempt by schools to teach values to students. Advocates claim that character education increases academic achievement, improves student behaviour, and supports citizenship education (Benninga, 1997; Character Education Partnership, 2003; Ontario Ministry of Education, 2006) .  \nIn this article I consider the claim that character education supports citizenship education and identify the approach(es) to citizenship education, if any, supported by character education. Approaches to citizenship education vary and reflect different and opposing beliefs about the purpose of citizenship education (Clark & Case, 1999) . I focus on the character education policy of a school district in Southern Ontario, Canada, and examine the ways the policy supportsand/or undermines the national consensus goal of citizenship education to prepare to become“knowledgeable individuals committed to active participation in a pluralist society”(Sears, Clarke, and Hughes, 2000, p. 153) .  \nPurposes of Citizenship Education  \nThe purposes of citizenship education are debatable (Clark & Case, 1999) . Should it enable students to fit into society or prepare them to change it? Should citizenship education emphasize social cohesion, students’ personal characteristics, or the methods of academic disciplines? Each of these purposes has served as a rationale for citizenship education in North America (Clark & Case, 1999), and each gives rise to different conceptions of citizenship education.  \nApproaches to citizenship education that adopt social initiation as their purpose believe citizenship education should pass on “the understandings, abilities, and values that students require if they are to fit into and be productive members of society”(Clark & Case, 1999, p. 18) . These approaches imply that society is functioning well and is worthy of reproduction. Citizenship education for social reformation , on the other hand, assumes that society is in need of improvement and aims to empower students “with the understandings, abilities, and values necessary to critique and ultimately improve their society”(Clark & Case, 1999, p. 18) . These two opposing purposes have given rise to dualist models of citizenship education including elitist/activist (Sears, 1996), minimal/critical (DeJaeghere, 2005), and traditional/progressive (Parker, 1996) .  \nSocial initiation models of citizenship education emphasize t","cbCaigdjIVObfWqe","https://ap.wps.com/l/cbCaigdjIVObfWqe","pdf",89391,24,"English","# Introduction\n## Purposes of Citizenship Education","[{\"question\":\"What main claim does the article examine?\",\"answer\":\"The article examines whether the Ontario school board character education policy truly supports citizenship education.\"},{\"question\":\"How was the policy’s impact assessed?\",\"answer\":\"It analyzed 181 documents to determine how the policy supports and/or undermines citizenship education’s goals.\"},{\"question\":\"What does the study conclude about how the policy supports citizenship education?\",\"answer\":\"The policy encourages certain values and behaviors and promotes active citizenship aligned with the status quo, while its narrow view of diversity contradicts pluralism efforts.\"}]","Does Character Education Really Support Citizenship Education? Examining the Claims of an Ontario Policy | PDF",1792084802]