These green doors mark the cadet entrance of 330 Danforth Tech Air Cadet Squadron, housed in Danforth Collegiate and Technical Institute, a secondary school in Toronto, Ontario. Originally an Army Cadet Corps, cadets have paraded at this location since 1940. Photo courtesy of author.
This is the fourth entry in a monthly series on Thinking Historically. See the Introduction here.
Rebecca Evans
Our conceptions about good citizenship vary. Context, particularly space and time, matter. In citizenship education, young people participate and deepen their understanding of how to make change in their communities. They do so across various domains, inclusive of formal politics, political advocacy, civic society, and grassroots/community participation. Scholars Joel Westheimer and Joseph Kahne developed the What Kind of Citizen framework to capture different orientations to the concept of good citizenship.[1] Debates persist however and scholars agree that more education for supporting democratic citizenship is needed – and that knowledge, skills, and participation are significant elements of citizenship education.
In this blog post, I share the preliminary findings from my study on experiences in the Air Cadet program related to core concepts of citizenship education – agency, responsibility, and civic engagement. I focus in particular on the different ways participants make change in their communities today and how they relate these enactments as citizens to their experiences as youth in Air Cadets. This was a qualitative study. Over one hundred adult participants completed a survey. From the respondents, seventeen diverse participants were selected for in-depth study, with a view of building a deeper understanding of how the program functions as a civic educator for participants of diverse identities, including Indigeneity, race, gender, sexuality, religion, socio-economic status, and ability.
Aaron: 
In 1889, three brothers Harry, Albert, and Sam Warner (these are their Anglicized names) emigrated to the United States from Poland, which was then part of the Russian Empire. In 1892, they welcomed another brother, Jack, who was born in London, Ontario. As the twentieth century dawned, the four brothers started to show films in Pennsylvania and Ohio before founding an entertainment company in 1904. After moving to Los Angeles, the Warner Brothers established their first studio on Sunset Boulevard in Hollywood. On April 4, 1923, the brothers formally incorporated as 
Much of Black history, and Black women’s history is erased, undocumented, or misconstrued through dominant white claims, but through these Black produced creations – the photo, the Dawn, CLACP, Black oral histories – we learn that the player’s ancestors self-emancipated, the women were politically active, their men worked as railway porters, and that Black people in Canada needed to possess a newspaper to stir up change. From the photograph we gather that Black women came together, sometimes in pearls, to play ball. 
This is the second of a two-part series to mark the 75th anniversary of the Universal Declaration of Human Rights on 10 December 1948. The first part appeared on this site 
