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1.
A priority toward creating ‘active’ citizens has been a feature of curricula reforms in many income-rich nations in recent years. However, the normative, one-size-fits-all conceptions of citizenship often presented within such curricula obscure the significant differences in how some young people experience and express citizenship. This paper reports on research that explored the citizenship perceptions and practices of New Zealand social studies teachers and students from four diverse geographic and socio-economic school communities. Attention was drawn to the scale of their citizenship orientations and participation (local/global). Drawing on Bourdieu’s conceptual triad and his species of capital in particular, the author posits that the differences observed between school communities can be usefully explained by a concept of participatory capital. The paper concludes with some reflections on the implications for young people who fail to access the ‘symbolic’ global participatory capital associated with much contemporary citizenship education.  相似文献   

2.
Youth councils are examined as spaces of citizenship education where young people are educated as political subjects. At a time of political and economic instability data were collected in a Catalan city through tests and focus groups involving 112 students, three teachers and two youth council managers during one academic year. Students’ political trust decreased and their cynicism towards politics increased; there were no changes in students’ anticipated future participation. The article avoids drawing simplistic causal links between students’ involvement in a council and the expression of their views. The participants also discuss the councils as performance sites. It is speculated whether, in students’ views, this metaphor of performance applies not only to the councils but to the wider political context in which they live. It is argued that youth councils are, in some ways, potentially valuable for promoting participation and recommendations are made in light of the findings.  相似文献   

3.
This article presents a case study on the political thought and citizenship conceptions of children and adolescents. Considering children and adolescents as reflexive citizens and partners in community development processes, it is our purpose to understand the development of political thought, and particularly how children conceive the exercise of citizenship and participation. Participants were 97 children of a primary and middle secondary (basic) school, aged 5 to 14?years, organized into age groups of 12 children each. Focus group discussions were used as participatory research methodology which involves children as active collaborators, a method that appears to be a good alternative to the traditional individual interviews used in previous research. Results point to the existence of a developmental process of political thought that begins before the start of formal schooling, and a parallel evolution of the conception of social organization and the concepts of citizenship and participation.  相似文献   

4.
The suggestion that teaching is a political act has been a divisive issue among educators. However, there has been little analysis of the ways that teachers draw on their political experiences as pedagogical resources. Using a case study of seven teachers in Porto Alegre, Brazil who were involved in politics, this article explores the relationship between political experiences and teaching citizenship. The data consisted of interviews with the teachers, observations of their teaching, and classroom materials. This research shows that politics played an important role in their efforts to teach democratic citizenship. Through the teachers’ diverse political experiences and ideologies, they developed different understandings of the relationship of politics with citizenship education that promote democratization and social change.  相似文献   

5.
Behaviour in schools is an emotive topic and one of enduring political interest and sensitivity. The media often portrays schools as violent and dangerous places and young people as ever more unruly. This paper explores findings from a recent large‐scale national study on behaviour and focuses on the data from primary and secondary school students within this study. The comments and suggestions offered by students move beyond a discussion of behaviour to focus on the broader questions of participation, engagement and meanings of active citizenship in school.  相似文献   

6.
21世纪以来,针对公民政治冷漠的现象,政治教育成为英国公民教育改革的重要举措。本文介绍当前英国推行政治教育的社会背景,并以英国议会教育服务机构开发的青少年政治教育材料《你获得了权力》为例,分析当下英国政治教育的特点。本文发现,总体上英国政治教育强调:掌握政治知识、技巧,培养积极参与政治的态度。但是,对这一套材料的分析,也反映出英国政治教育的问题,即较少鼓励学生参与社会、政治实践,以及培养批判性思维。这令人怀疑仅仅局限于政治通识的教育,是否是解决政治冷漠难题的良方。  相似文献   

7.
Citizenship education in Zimbabwe is based on the claim that young people lack citizenship virtues. This study set out to investigate these assumptions by assessing high school students’ knowledge of, attitudes towards and participation levels in citizenship issues. Findings show that while students are knowledgeable about citizenship issues they are however, hesitant about involvement in political activities. The study concludes that the reported claims are partly not valid. In a politically sensitive environment students are unwilling to engage in political activities. They accurately assess the situation and adopt a position which other citizens in similar circumstances might take.  相似文献   

8.
Citizenship education in Australia is embedded throughout the school curriculum. Despite a coherent policy context for the inclusion of citizenship and civic education at all levels of schooling, the links between education and civic minded citizens are tenuous. This paper explores these connections by drawing on the views of participants in an international community service program between Western Australia and Tanzania. By situating the interview data in relation to the policy goals, the paper argues that the current policy framework ‘sanitises’ the political nature of modern citizenship. The results from this study demonstrate that students have little understanding of the connections between the civic, the social and the political realms of citizenship. These results suggest that the current policy context does not adequately prepare young people to position themselves in the political realm.  相似文献   

9.
ABSTRACT

This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people’s social and political participation. Challenging dominant discourses about what ‘counts’ as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in ‘new democratic arenas’. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and ‘remaking democracy’ in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own ‘political’ agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.  相似文献   

10.
ABSTRACT:  'Active citizenship' is currently a popular term in citizenship education policy discourse. Despite this policy interest, there is no agreement about the meaning of 'active citizenship'. This article draws on data from the IEA Civic Education Study to explore how students themselves construct 'active citizenship'. The results show that students have quite sophisticated conceptions of citizenship responsibilities although their attitudes are gendered. They seem committed to political obligations rather than social obligations and they do not seem inclined to take advantage of their political rights or become involved in protest activities of any kind.  相似文献   

11.
This article reviews the current state of the debate about the political orientation and social attitudes of young people. After cautioning against a pessimistic view of moral decline, the article reports the results from a survey of 1249 young people in Hertfordshire. While showing evidence of low levels of political knowledge, interest, trust and efficacy, the findings do not confirm a lack of engagement with the wider social world. They show that young people contribute to social capital, by volunteering, for example, and that young people have broadly developed moral awareness. We explore students' engagement in citizenship-type activities both within and outside school; the extent to which they have covered the citizenship National Curriculum in school; and the degree to which they are active participants in their school. Our findings are generally positive, identifying reasonably high levels of engagement and integration. In short, there is a base from which to develop curricular reforms to promote political education.  相似文献   

12.
Contemporary discussion of the ‘crisis in democracy’ displays a tendency to see young people as the problem because they are ‘apolitical’, ‘apathetic’ and ‘disengaged’, or point to deficiencies in institutions deemed responsible for civic education. This discussion normally comes as a prelude to calls for more civics education. This article points to a renewal of politics at the hands of young people relying on new media, and draws on evidence like survey research, case studies and action research projects. This political renewal is occurring largely in response to the assumption of political elites that a ‘politics-as-usual’ will suffice to address the major political challenges of our time. Against the assumption that teachers, curriculum experts and policy-makers already know what kinds of knowledge and skills students need to become good citizens, we make a case for co-designing a contemporary citizenship curriculum with young people to be used for the professional development of policy-makers. We argue that such an intervention is likely to have a salutary educational effect on policy-makers, influence how they see young people’s political engagement and how they set policy agendas. The article also canvasses the protocols such a project might observe.  相似文献   

13.
This paper presents research findings from an ethnographic study carried out with 24 low‐income youths (ages 14–16) living on the economic fringes of urban inner‐city Vancouver, British Columbia, Canada. Our primary aims are: to expose the stratified subcultural articulations of citizenship as they are expressed, through language and symbol, by the young people within our study; and to demonstrate how critiques of (neo‐)liberalism in political thought, when combined with a cultural sociology of youth, might alter our subcultural reading of young people's conceptions of citizenship under the dynamics of radical social change. Our ultimate goal is to develop a more nuanced sociological examination of the ways in which young people deploy and utilize the language of citizenship as part of their own cultural struggles, exacerbated in times of state retrenchment, to classify themselves and others as one method of achieving visibility and legitimacy in urban concentrations of poverty.  相似文献   

14.
This paper explores the significance for citizenship education of claims that Western society is undergoing a major cultural reorientation, known by its protagonists as postmodernism, which is said to have wide‐ranging implications for knowledge, morality, politics and individual identities. In particular, the posited changes raise doubts about the future of citizenship, and the discussion reviews two responses to these questions: Heater's optimistic proposal for a return to the classical ideal, and Wexler's pessimistic assessment of the prospects for citizenship in a society dominated by television and the consumption of images. A third perspective is suggested, based on the expansion of the idea of citizenship from civil, political and welfare entitlements to greater participation in the cultural and economic dimensions of everyday life. It is argued that such a concept can inform a comprehensive and coherent approach to citizenship, and a successful curriculum in citizenship education.  相似文献   

15.
Widening participation programmes aim to increase the progression of students from low socio‐economic status (SES) groups to higher education. This research proposes that the human capabilities approach is a good justice‐based framework within which to consider the social and cultural capital processes that impact upon the educational capabilities of young people from low SES groups. It presents a case study which examines the developing capability set of Irish students from a representative sample of schools participating in a university‐based widening participation outreach programme aimed at increasing social and cultural capital constructs. Qualitative analysis is presented from four schools; four student focus groups with 22 student participants, and 15 individual student interviews. Findings focus on the developing capabilities of autonomy, hope, voice and identity, as well as on the relationship between specific widening participation activities and the developing capability set. The findings highlight the development of college‐focused knowledge and how this impacts upon students’ aspiration to participate in higher education. The idea of ‘widening capability’ is discussed in relation to the potential of the capability approach to contribute an additional dimension to a mainly neoliberal policy rhetoric, which emphasises the market value of higher‐education participation. In doing so, it explores how widening participation activities can influence the widening capability set of low SES students, and its relationship with what the students deem to be ‘a life of value’.  相似文献   

16.
This article reports the responses of small groups of secondary pupils, from Y7‐Y10, to questions about aspects of citizenship education. The pupils were interviewed in early 2002 as part of wider research into their schools’ preparation for the introduction of compulsory citizenship education in September 2002. The interviews were conducted to assess the pupils’ interest in, knowledge of and enthusiasm for the three elements of the citizenship curriculum‐‐social and moral responsibility, community involvement and political literacy‐‐as well as to evaluate their involvement in the life of their school and the wider community. The pupils, from three urban comprehensive schools in a large town in the south of England, showed ignorance of and little interest in national politics and a lack of involvement in the local community. They were aware of some of their school councils’ achievements and powers, knew how the councils operated, and thought them moderately useful. Most did not anticipate that citizenship education would interest them, though they could see benefits in its inclusion in the curriculum. The one group of pupils already preparing for Citizenship Studies GCSE was, however, more enthusiastic about the subject than those who had yet to experience it.  相似文献   

17.
In this article we revisit and re‐analyse data from the 1999 IEA CIVED transnational study to examine the factors associated with the ways in which young people learn positive attitudes towards participation in, and knowledge and skills about democracy. Less formal learning, wherever it takes place, has recently been conceptualised as a process of social participation, and we explore its effects using Lave and Wenger's and Wenger's understanding of learning through communities of practice. This is then contrasted with the effect of the volume of civic education. The analysis shows that learning through social participation, both inside and outside school, and in particular through meaning‐making activities shows a strong positive relationship with citizenship knowledge, skills and dispositions across a wide range of countries. Moreover, it demonstrates the usefulness of situated learning theory in the field of civic learning, and its applicability in large‐scale, quantitative studies.  相似文献   

18.
This paper, based on some findings of a wider three‐year study, sets forth the issue of languages used and taught in education as a dimension of inequality and highlights its implications for widening participation and access in the multilingual context of Pakistan. The paper takes secondary education in private and government schools in Pakistan as a point of departure, and through themes that emerge from a qualitative multiple‐case studies account of 32 participants (final year graduating students and their same‐sex five‐ to six‐years older siblings) explores issues of inequality with reference to Amertya Sen's capability approach and Pierre Bourdieu's social critical theory. The findings revealed that the concurrent processes of (a) hegemony of English; (b) its discriminatory distribution through schooling; and (c) devaluation of local languages, led by the language policy and mediated through educational institutions, diminished the transformative impact of education in expanding opportunities for widening participation and access. Issues of inequality continue to haunt the underprivileged despite their secondary education. The paper highlights the importance of considering the political economy of languages chosen and taught in formal education as a means of evaluating social justice in educational contexts and considering languages in education decisions with reference to national language policy.  相似文献   

19.
Is it always ethical to ask a person to be “open‐minded” in volatile political contexts? What might open‐mindedness entail and when might such an expectation be harmful? Drawing on observations and interviews related to a controversial dialogue that occurred in Charlottesville, Virginia, following the violent Unite the Right rally of August 2017, Rachel Wahl argues, first, that whether we might consider someone “open‐minded” has little to do with their participation in processes that formally affirm and even genuinely aim for this virtue. Second, the division between people who view civil dialogue as the key to social progress and people who aver that direct resistance is what is called for is rooted in deeply different conceptions of the social world and what ails the nation. This divide is at once a response to the political moment and to the human condition, as it is a manifestation of an enduring tension between openness and commitment. Third, the disposition to be what one might call “open‐minded” about this division is premised on how one understands one's self and life. While popular and philosophical conceptions of this division tend to valorize either openness or commitment, Wahl draws on René Arcilla's conception of a life of education in order to articulate how these might be integrated. The possibility of understanding one's life as an education illustrates what may have made it possible for one exemplary participant in the Charlottesville dialogue to be open‐minded even about the value of some expressions of open‐mindedness while maintaining his principled commitments.  相似文献   

20.
美国当代公民教育的基本理念:责任、参与、全球意识   总被引：1，自引：0，他引：1  
为了改善人们的社会责任感缺失、道德水平下滑、公共自我与私人自我分离、对政治缺乏参与热情等社会状况,20世纪80年代以来,美国的公民教育理念发生了相对转型,从传统的强调权利而忽视责任的消极公民教育观向强调个人与社会并重、权利和责任平衡以及强调参与的积极公民教育观转变。同时,为了迎接全球化的挑战,把青少年一代培养成具有全球意识的公民也是时代所必需。为此,培养具有全球意识的、负责任的积极参与型公民成为20世纪80年代以来美国社会赋予公民教育的神圣使命。  相似文献   

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