ABSTRACT Government agencies and civil society organisations in nation-states and areas affected by conflict strive to develop citizenship education programmes to empower children as agents of change. However, the pedagogical culture within these contexts demands that children memorise information provided by higher authorities and avoid sensitive and controversial issues. Such practices disempower children. This article presents two arguments. First, it demonstrates how roots of destructive conflict and conflict-sensitive approaches to reform weaken top-down efforts to rebuild education for active citizenship. Second, it describes how teachers in conflict-affected areas who have autonomy exercise humility and are inspired by new approaches that can initiate a transformation in the pedagogical culture from banking to engaging young people in critical pedagogies. These high-impact teachers’ innovative learning activities catalyse educational change, which suggests the emergence of a professional grassroots theory of change for citizenship education reform.

中文翻译：

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受冲突影响地区和民族国家的公民教育：赋予教师权力以实现可持续改革

摘要 受冲突影响的民族国家和地区的政府机构和民间社会组织努力制定公民教育计划，以赋予儿童作为变革推动者的能力。然而，这些背景下的教学文化要求儿童记住上级提供的信息，避免敏感和有争议的问题。这种做法剥夺了儿童的能力。这篇文章提出了两个论点。首先，它展示了破坏性冲突的根源和对冲突敏感的改革方法如何削弱自上而下的重建积极公民教育的努力。第二，它描述了受冲突影响地区的教师如何保持谦虚，并受到新方法的启发，这些方法可以启动教学文化的转变，从银行业务到让年轻人参与批判性教学。这些高影响力教师的创新学习活动催化了教育变革，这表明公民教育改革的专业草根变革理论的出现。