Pub Date : 2022-07-07DOI: 10.1177/17461979221103775
M. Brennan, P. Dolan, Erica L. Odera
Youth have been, and continue to be, at the forefront of radical positive social change that advances the human condition. Historically major social movements seeking change, equality, and social justice have been driven by youth. The role of youth in facilitating social change is particularly relevant today more than half of the world’s population is currently under 25, and a third under 15. While some see this “youth bulge” demographic as uninformed and vulnerable to extremism and exploitation, we reject this deficit model and see them as a population capable of, and already engaging in, transformational social thought and action. This paper argues that the broad field of youth engagement would benefit from examining youth contributions to upholding or challenging the social status quo through varying forms of civic engagement. We seek to guide research and practice in ways to distinguish types of youth engagement to better reflect its potential for positive change. Therefore, this article does three things: (1) distinguishes regimented and radical youth involvement from extremism; (2) distinguishes the contexts and environments where regimented and radical engagement operate; and (3) provides a conceptual framework to study and apply the key aspects of both, radical and regimented, youth engagement.
{"title":"Of regiments and radicals: The critical need for empowering youth as radical agents of change","authors":"M. Brennan, P. Dolan, Erica L. Odera","doi":"10.1177/17461979221103775","DOIUrl":"https://doi.org/10.1177/17461979221103775","url":null,"abstract":"Youth have been, and continue to be, at the forefront of radical positive social change that advances the human condition. Historically major social movements seeking change, equality, and social justice have been driven by youth. The role of youth in facilitating social change is particularly relevant today more than half of the world’s population is currently under 25, and a third under 15. While some see this “youth bulge” demographic as uninformed and vulnerable to extremism and exploitation, we reject this deficit model and see them as a population capable of, and already engaging in, transformational social thought and action. This paper argues that the broad field of youth engagement would benefit from examining youth contributions to upholding or challenging the social status quo through varying forms of civic engagement. We seek to guide research and practice in ways to distinguish types of youth engagement to better reflect its potential for positive change. Therefore, this article does three things: (1) distinguishes regimented and radical youth involvement from extremism; (2) distinguishes the contexts and environments where regimented and radical engagement operate; and (3) provides a conceptual framework to study and apply the key aspects of both, radical and regimented, youth engagement.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"210 - 223"},"PeriodicalIF":0.6,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44825340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-07DOI: 10.1177/17461979221097359
Yu-Han Hung
This study utilizes the term “teacher as stranger–teacher as public citizen” from Greene’s Teacher as Stranger to explore how teachers develop students’ civic engagement in Taiwan. Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to develop/advocate for students’ civic engagement or not, and how teachers develop the curriculum and pedagogy for civic engagement. Findings illuminate that teachers’ personal background and life experiences are influential factors in their teaching of civic engagement. In addition, the findings also indicate teachers who act as citizens involved in the public world develop students’ civic engagement, critical awareness, and political talk.
{"title":"Exploration of teachers’ teaching of civic engagement in Taiwan","authors":"Yu-Han Hung","doi":"10.1177/17461979221097359","DOIUrl":"https://doi.org/10.1177/17461979221097359","url":null,"abstract":"This study utilizes the term “teacher as stranger–teacher as public citizen” from Greene’s Teacher as Stranger to explore how teachers develop students’ civic engagement in Taiwan. Using a case study design, this study documents how six social studies teachers make curricular decisions about whether to develop/advocate for students’ civic engagement or not, and how teachers develop the curriculum and pedagogy for civic engagement. Findings illuminate that teachers’ personal background and life experiences are influential factors in their teaching of civic engagement. In addition, the findings also indicate teachers who act as citizens involved in the public world develop students’ civic engagement, critical awareness, and political talk.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42784552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/17461979221103786
N. Mchenry, Margo Kelly
This teacher education program aims to develop high quality teachers through development of empathy and culturally responsive pedagogy, impacting teachers’ dispositions toward students who are different from themselves. Participants included 17 undergraduate education students enrolled in a community engaged teacher education program. One-on-one interviews captured participants’ experiences and beliefs over time, related to teaching children in an urban setting. Qualitative themes emerged and shifted in frequency over the course of the semester. These included deficit perspective, knowledge of the “other,” dominant culture as a lens, best practices, asset perspective, and characteristics of high quality versus highly qualified. As teacher candidates experienced individual interactions with students, families, and community members, they developed empathy and shifted from a deficit perspective toward an asset perspective. Simultaneously, teacher candidates combined socioemotional skills with instructional best practices. Practical strategies are suggested to prepare teacher candidates to learn about themselves, their students, and to develop allies.
{"title":"Teaching the whole child requires the whole teacher: Embedding socioemotional perceptions and dispositions into a culturally responsive teacher preparation program","authors":"N. Mchenry, Margo Kelly","doi":"10.1177/17461979221103786","DOIUrl":"https://doi.org/10.1177/17461979221103786","url":null,"abstract":"This teacher education program aims to develop high quality teachers through development of empathy and culturally responsive pedagogy, impacting teachers’ dispositions toward students who are different from themselves. Participants included 17 undergraduate education students enrolled in a community engaged teacher education program. One-on-one interviews captured participants’ experiences and beliefs over time, related to teaching children in an urban setting. Qualitative themes emerged and shifted in frequency over the course of the semester. These included deficit perspective, knowledge of the “other,” dominant culture as a lens, best practices, asset perspective, and characteristics of high quality versus highly qualified. As teacher candidates experienced individual interactions with students, families, and community members, they developed empathy and shifted from a deficit perspective toward an asset perspective. Simultaneously, teacher candidates combined socioemotional skills with instructional best practices. Practical strategies are suggested to prepare teacher candidates to learn about themselves, their students, and to develop allies.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47640829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/17461979221103789
V. Markos
In this study, we investigate secondary students’ experiences with school community service. Our aim is to explore the influence of school community service on attitudes towards volunteering. We examine whether community service motivates students to participate in volunteering in the future. We also explore the types of motivation which can be observed among secondary students in school community service. Our findings reveal that as of now, community service has only a short-term positive effect on volunteering. After completing community service, the importance of helping others, that is, the altruistic attitude strengthens. Furthermore, we find that community service increases the perceived importance of helping others among religious people. Our research contributes to improving the effectiveness of school-community service programmes by exploring the characteristics of groups that are less motivated to volunteer. This recognition can help programme coordinators to organise programmes in a more targeted way and to involve target groups more effectively.
{"title":"The effect of school community service on volunteering and its motives","authors":"V. Markos","doi":"10.1177/17461979221103789","DOIUrl":"https://doi.org/10.1177/17461979221103789","url":null,"abstract":"In this study, we investigate secondary students’ experiences with school community service. Our aim is to explore the influence of school community service on attitudes towards volunteering. We examine whether community service motivates students to participate in volunteering in the future. We also explore the types of motivation which can be observed among secondary students in school community service. Our findings reveal that as of now, community service has only a short-term positive effect on volunteering. After completing community service, the importance of helping others, that is, the altruistic attitude strengthens. Furthermore, we find that community service increases the perceived importance of helping others among religious people. Our research contributes to improving the effectiveness of school-community service programmes by exploring the characteristics of groups that are less motivated to volunteer. This recognition can help programme coordinators to organise programmes in a more targeted way and to involve target groups more effectively.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45778873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/17461979221098014
E. McGinnis, Dana L. Mitra
This study explores the ways that youth make sense of the United Nations Sustainable Development Goals and how context informs the scope and nature of youth-led local civic action. Using an embedded case study approach, this study focuses on the Cultivating Pathways to Sustainability project, which engages scores of young people in the state of Vermont, U.S.A. Data for this study was drawn from observations and interviews of middle and high school students and teachers from 18 participating schools. The study’s findings show the value of intermediaries as catalysts for civic action, demonstrate ways of linking global policy with local civic action, and show how a youth-adult partnership model can deepen the meaning and implementation of civic action.
{"title":"Civic action and student voice","authors":"E. McGinnis, Dana L. Mitra","doi":"10.1177/17461979221098014","DOIUrl":"https://doi.org/10.1177/17461979221098014","url":null,"abstract":"This study explores the ways that youth make sense of the United Nations Sustainable Development Goals and how context informs the scope and nature of youth-led local civic action. Using an embedded case study approach, this study focuses on the Cultivating Pathways to Sustainability project, which engages scores of young people in the state of Vermont, U.S.A. Data for this study was drawn from observations and interviews of middle and high school students and teachers from 18 participating schools. The study’s findings show the value of intermediaries as catalysts for civic action, demonstrate ways of linking global policy with local civic action, and show how a youth-adult partnership model can deepen the meaning and implementation of civic action.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"268 - 281"},"PeriodicalIF":0.6,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48592859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-13DOI: 10.1177/17461979221097072
Norberto Ribeiro, Carla Malafaia, Teresa Ferreira
The intention of this article is to contribute to the debate about whether the voting age should be lowered to the age of 16, by examining quantitative and qualitative data collected in a local participation project with young people in Portugal: questionnaires ( N = 961), interviews ( N = 3), and focus group discussions ( N = 15). Considering the coexistence of both willingness and reluctance to get engaged in formal politics – as youngsters often feel ill-equipped politically – it is argued that adequate political education needs to be provided by schools to enable young people to be confident and knowledgeable voters. We propose that governments recognise the importance of this area in the school curriculum, in order to enable the young people’s acquisition of knowledge and skills that can sustain their growth as competent voters. This is crucial in legitimising democratic representative systems.
{"title":"Lowering the voting age to 16: Young people making a case for political education in fostering voting competencies","authors":"Norberto Ribeiro, Carla Malafaia, Teresa Ferreira","doi":"10.1177/17461979221097072","DOIUrl":"https://doi.org/10.1177/17461979221097072","url":null,"abstract":"The intention of this article is to contribute to the debate about whether the voting age should be lowered to the age of 16, by examining quantitative and qualitative data collected in a local participation project with young people in Portugal: questionnaires ( N = 961), interviews ( N = 3), and focus group discussions ( N = 15). Considering the coexistence of both willingness and reluctance to get engaged in formal politics – as youngsters often feel ill-equipped politically – it is argued that adequate political education needs to be provided by schools to enable young people to be confident and knowledgeable voters. We propose that governments recognise the importance of this area in the school curriculum, in order to enable the young people’s acquisition of knowledge and skills that can sustain their growth as competent voters. This is crucial in legitimising democratic representative systems.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47161008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-10DOI: 10.1177/17461979221097073
Stacey Wilson-Forsberg, S. Monaghan, Diana Correa Corrales
This paper examines the written reflections of 30 Canadian undergraduate students who participated in an international field course focusing on migration and human rights in Mexico. It endeavors to understand how the students reconciled their thoughts and feelings about trauma and oppression in an intercultural setting. Borrowing Foucault’s ‘ethic of discomfort’, which emphasizes the proactive and transformative potential of discomfort in education, the paper extends existing scholarship in teaching and learning around study abroad and social justice by focusing on ethically complex situations in the field. The findings reveal that while preparation for unprecedented and unforeseeable scenarios during an international field course was challenging for faculty, exposing students to the realities of migration ultimately facilitated learning.
{"title":"Witnesses to inhumanity on shifting terrain: Embracing an ethic of discomfort for optimal learning in an international field course","authors":"Stacey Wilson-Forsberg, S. Monaghan, Diana Correa Corrales","doi":"10.1177/17461979221097073","DOIUrl":"https://doi.org/10.1177/17461979221097073","url":null,"abstract":"This paper examines the written reflections of 30 Canadian undergraduate students who participated in an international field course focusing on migration and human rights in Mexico. It endeavors to understand how the students reconciled their thoughts and feelings about trauma and oppression in an intercultural setting. Borrowing Foucault’s ‘ethic of discomfort’, which emphasizes the proactive and transformative potential of discomfort in education, the paper extends existing scholarship in teaching and learning around study abroad and social justice by focusing on ethically complex situations in the field. The findings reveal that while preparation for unprecedented and unforeseeable scenarios during an international field course was challenging for faculty, exposing students to the realities of migration ultimately facilitated learning.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44033332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-22DOI: 10.1177/17461979221097362
Kristina F. Brezicha, Audrey J. Leroux
Students’ positive experiences in schools positively predicts students’ political trust. However, little research has examined how individual students’ feelings of exclusion at their schools may relate to students’ political trust. Moreover, how does an overall sense of exclusion from the school relate to political trust apart from individual students’ feelings of exclusion? Lastly, do immigrant students have a different level of political trust, on average, than non-immigrant students? Using data from the 2009 International Civic and Citizenship Education Study, this study employed multilevel modeling to investigate these questions in Denmark, Finland, Norway, and Sweden. The results revealed that students feeling like an outsider at school was a statistically significant predictor of lower feelings of political trust in the four Nordic countries. In three countries the school’s overall sense of exclusion was also a statistically significant predictor. The discussion explores the implication of the findings for students’ political trust.
{"title":"Examining the association between feeling excluded at school and political trust in four Nordic countries","authors":"Kristina F. Brezicha, Audrey J. Leroux","doi":"10.1177/17461979221097362","DOIUrl":"https://doi.org/10.1177/17461979221097362","url":null,"abstract":"Students’ positive experiences in schools positively predicts students’ political trust. However, little research has examined how individual students’ feelings of exclusion at their schools may relate to students’ political trust. Moreover, how does an overall sense of exclusion from the school relate to political trust apart from individual students’ feelings of exclusion? Lastly, do immigrant students have a different level of political trust, on average, than non-immigrant students? Using data from the 2009 International Civic and Citizenship Education Study, this study employed multilevel modeling to investigate these questions in Denmark, Finland, Norway, and Sweden. The results revealed that students feeling like an outsider at school was a statistically significant predictor of lower feelings of political trust in the four Nordic countries. In three countries the school’s overall sense of exclusion was also a statistically significant predictor. The discussion explores the implication of the findings for students’ political trust.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":" ","pages":""},"PeriodicalIF":0.6,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44972761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-26DOI: 10.1177/17461979221080606
Thashika Pillay, Carrie Karsgaard
Youth from every continent used online tools to exchange ideas, debate alternatives, and create a document that represents their voice on the relationship education should have with global citizenship: the International Youth White Paper on Global Citizenship. This paper applies de Sousa Santos’ sociology of absences and emergences to trace the ways in which the White Paper extends—and limits—decolonial thought in relation to global citizenship education. Through document analysis of the White Paper, we note particularly the students’ emphasis on a decolonial and processual notion of relationality that challenges current neoliberal notions of the global community and instead is oriented toward justice. Further, the students connect political resistance to epistemological resistance, asserting that diverse ways of being, knowing, and seeing are necessary to ensuring those who are marginalized are included in the decision making processes that affect their lives.
{"title":"Global citizenship education as a project for decoloniality","authors":"Thashika Pillay, Carrie Karsgaard","doi":"10.1177/17461979221080606","DOIUrl":"https://doi.org/10.1177/17461979221080606","url":null,"abstract":"Youth from every continent used online tools to exchange ideas, debate alternatives, and create a document that represents their voice on the relationship education should have with global citizenship: the International Youth White Paper on Global Citizenship. This paper applies de Sousa Santos’ sociology of absences and emergences to trace the ways in which the White Paper extends—and limits—decolonial thought in relation to global citizenship education. Through document analysis of the White Paper, we note particularly the students’ emphasis on a decolonial and processual notion of relationality that challenges current neoliberal notions of the global community and instead is oriented toward justice. Further, the students connect political resistance to epistemological resistance, asserting that diverse ways of being, knowing, and seeing are necessary to ensuring those who are marginalized are included in the decision making processes that affect their lives.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"18 1","pages":"214 - 229"},"PeriodicalIF":0.6,"publicationDate":"2022-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45354333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-23DOI: 10.1177/17461979221077983
Erica L. Odera, Jo Davis, M. Brennan, P. Dolan
Youth-focused researchers and practitioners need conceptual models to consider paths for youth citizenship and social justice which are attenuated to the context, social support, visibility, and structure of engagement opportunities. This article will expand upon the initial conceptual model created by Brennan et al. in this special issue by examining how it can be useful for both research and practice. Specifically, this model can help researchers and practitioners to: (1) remain aware of contextual factors affecting youth engagement; (2) understand how different forms of youth engagement fit within the model; and (3) consider strategies and research to encourage more radical forms of youth engagement. The paper will provide support for the conceptual validity of the model by examining theories which align with it and contextual factors to consider during its application. The paper will then apply the model to differentiate between two forms of youth engagement and conclude with a summary of areas for future research and application.
{"title":"Understanding paths and options for youth citizenship and social justice","authors":"Erica L. Odera, Jo Davis, M. Brennan, P. Dolan","doi":"10.1177/17461979221077983","DOIUrl":"https://doi.org/10.1177/17461979221077983","url":null,"abstract":"Youth-focused researchers and practitioners need conceptual models to consider paths for youth citizenship and social justice which are attenuated to the context, social support, visibility, and structure of engagement opportunities. This article will expand upon the initial conceptual model created by Brennan et al. in this special issue by examining how it can be useful for both research and practice. Specifically, this model can help researchers and practitioners to: (1) remain aware of contextual factors affecting youth engagement; (2) understand how different forms of youth engagement fit within the model; and (3) consider strategies and research to encourage more radical forms of youth engagement. The paper will provide support for the conceptual validity of the model by examining theories which align with it and contextual factors to consider during its application. The paper will then apply the model to differentiate between two forms of youth engagement and conclude with a summary of areas for future research and application.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"17 1","pages":"224 - 234"},"PeriodicalIF":0.6,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45300338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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