Pub Date : 2020-11-01DOI: 10.1177/1746197919853807
Erik Andersson
The research field of (young people’s) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim of the article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people’s political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-making practice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.
{"title":"A transactional and action-oriented methodological approach to young people’s political socialisation","authors":"Erik Andersson","doi":"10.1177/1746197919853807","DOIUrl":"https://doi.org/10.1177/1746197919853807","url":null,"abstract":"The research field of (young people’s) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim of the article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people’s political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-making practice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"243 - 257"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919853807","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41511415","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 : 2020-11-01DOI: 10.1177/1746197919837829
Qasir Shah
This article explores the policy reasons behind Adult ESOL Citizenship Education in the United Kingdom and then examines whether Adult ESOL Citizenship Education adequately prepares migrants for active citizenship in T.H. McLaughlin’s ‘maximal’ sense: involving active political participation premised upon a shared concept of democratic culture underpinned by rights and obligations. It argues that Adult ESOL Citizenship Education, as envisaged by Bernard Crick and Terence McLaughlin, has fallen short of its maximal conceptualisation due to the watering down of citizenship education and Adult ESOL Citizenship Education in preference to Fundamental British Values, and the Crick reports’ ‘light touch’ to their implementation. The article calls for a need to reassert the reality of the modern nation as pluralistic and rejects the current drive towards monism. It also argues that Adult ESOL Citizenship Education is unlikely to deliver social cohesion and integration, or an actively participatory citizenry, unless issues of social justice and equity are addressed.
{"title":"Citizenship education in the United Kingdom and the adult migrant","authors":"Qasir Shah","doi":"10.1177/1746197919837829","DOIUrl":"https://doi.org/10.1177/1746197919837829","url":null,"abstract":"This article explores the policy reasons behind Adult ESOL Citizenship Education in the United Kingdom and then examines whether Adult ESOL Citizenship Education adequately prepares migrants for active citizenship in T.H. McLaughlin’s ‘maximal’ sense: involving active political participation premised upon a shared concept of democratic culture underpinned by rights and obligations. It argues that Adult ESOL Citizenship Education, as envisaged by Bernard Crick and Terence McLaughlin, has fallen short of its maximal conceptualisation due to the watering down of citizenship education and Adult ESOL Citizenship Education in preference to Fundamental British Values, and the Crick reports’ ‘light touch’ to their implementation. The article calls for a need to reassert the reality of the modern nation as pluralistic and rejects the current drive towards monism. It also argues that Adult ESOL Citizenship Education is unlikely to deliver social cohesion and integration, or an actively participatory citizenry, unless issues of social justice and equity are addressed.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"213 - 226"},"PeriodicalIF":0.6,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919837829","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45452001","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 : 2020-10-28DOI: 10.1177/1746197920962373
Edda Sant, J. McDonnell, K. Pashby, David Menéndez Álvarez-Hevia
Concerned about the limits of normative deliberative pedagogies, we designed and organized a workshop to explore to possibilities of an agonistic pedagogy for global citizenship education. We brought together a range of participants including national and international primary and university students, researchers and curriculum developers and we created pedagogical activities in which disagreement was fostered. We aimed to normalize conflict, create channels for the expression of political emotions and generate opportunities for the emergence of new subjectivities. Our findings suggest that the plurality of participants and the conflict-orientated pedagogies facilitated the normalization of conflict, the participants’ affective engagement with Others and the creation of new subjectivities. They also indicate that older participants had less positive attitudes towards conflict-orientated pedagogies and discussions on abstract topics did not foster ‘affective’ engagement. We examine potential implications for further educational research and practice considering the singularities of this project.
{"title":"Pedagogies of agonistic democracy and citizenship education","authors":"Edda Sant, J. McDonnell, K. Pashby, David Menéndez Álvarez-Hevia","doi":"10.1177/1746197920962373","DOIUrl":"https://doi.org/10.1177/1746197920962373","url":null,"abstract":"Concerned about the limits of normative deliberative pedagogies, we designed and organized a workshop to explore to possibilities of an agonistic pedagogy for global citizenship education. We brought together a range of participants including national and international primary and university students, researchers and curriculum developers and we created pedagogical activities in which disagreement was fostered. We aimed to normalize conflict, create channels for the expression of political emotions and generate opportunities for the emergence of new subjectivities. Our findings suggest that the plurality of participants and the conflict-orientated pedagogies facilitated the normalization of conflict, the participants’ affective engagement with Others and the creation of new subjectivities. They also indicate that older participants had less positive attitudes towards conflict-orientated pedagogies and discussions on abstract topics did not foster ‘affective’ engagement. We examine potential implications for further educational research and practice considering the singularities of this project.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"227 - 244"},"PeriodicalIF":0.6,"publicationDate":"2020-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920962373","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788372","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 : 2020-10-04DOI: 10.1177/1746197920949971
A. Johnson
There is a growing trend within civics education within the United States to adopt the USCIS naturalization civics exam (commonly referred to as the ‘citizenship test’), which consists of 100 multiple choice questions, to determine the civic readiness of students. This study explores civics education within eight US states that have adopted the ‘citizenship test’ model through the lens of citizenship conceptualizations evidenced within their high school civics state standards. Utilizing a directed content analysis, the researcher located more than 230 standards within three citizenship discourse categories: civic republican, liberal, and reconstructionist. Citizenship within the examined state standards, was largely conceptualized as civic republican in orientation (96%) and nested within untroubled assumptions of US society and desires for a common American identity that often crowded out attention to diversity and conflict and in doing so, mirrored exclusionary practices common to standardized, high-stakes assessments including the USCIS naturalization civics exam.
{"title":"What does it mean to be civic-ready? Uncovering citizenship conceptualizations in US states that require the ‘citizenship test’","authors":"A. Johnson","doi":"10.1177/1746197920949971","DOIUrl":"https://doi.org/10.1177/1746197920949971","url":null,"abstract":"There is a growing trend within civics education within the United States to adopt the USCIS naturalization civics exam (commonly referred to as the ‘citizenship test’), which consists of 100 multiple choice questions, to determine the civic readiness of students. This study explores civics education within eight US states that have adopted the ‘citizenship test’ model through the lens of citizenship conceptualizations evidenced within their high school civics state standards. Utilizing a directed content analysis, the researcher located more than 230 standards within three citizenship discourse categories: civic republican, liberal, and reconstructionist. Citizenship within the examined state standards, was largely conceptualized as civic republican in orientation (96%) and nested within untroubled assumptions of US society and desires for a common American identity that often crowded out attention to diversity and conflict and in doing so, mirrored exclusionary practices common to standardized, high-stakes assessments including the USCIS naturalization civics exam.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"245 - 263"},"PeriodicalIF":0.6,"publicationDate":"2020-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920949971","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49424083","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 : 2020-07-27DOI: 10.1177/1746197920926617
Gabriela Gonzalez Vaillant, Fernanda Page Poma
Student movements in Latin America have historically been at the forefront of democratization and progressive social action. This article seeks to understand state-led protest control against students and their movements in Argentina in the last decades (1997–2007). By drawing on a database of contentious politics events in Argentina using newspaper data, analysis of secondary sources, and in-depth interviews of actors, it closely examines when, why, where, and how the state contains student protests and how the power relations between them and the state unfolds over time. A main finding underlying this study is that the nature of state repression of students is related to (a) the tactics being used, (b) the demands being made, (c) the actors that are protesting alongside them, and (d) the political party in power. The article shows how the associational ties between students, teacher movements, political parties, and other movements change during moments of economic crisis and political shifts in government, and how this, in turn, results in changes in state control. Against common sense understandings, we find that changes toward more politically ‘progressive’ governments do not necessarily imply less amount of repression even though the nature of state control changes.
{"title":"The power to control: State forces’ action and student contentious politics in the Argentine educational field","authors":"Gabriela Gonzalez Vaillant, Fernanda Page Poma","doi":"10.1177/1746197920926617","DOIUrl":"https://doi.org/10.1177/1746197920926617","url":null,"abstract":"Student movements in Latin America have historically been at the forefront of democratization and progressive social action. This article seeks to understand state-led protest control against students and their movements in Argentina in the last decades (1997–2007). By drawing on a database of contentious politics events in Argentina using newspaper data, analysis of secondary sources, and in-depth interviews of actors, it closely examines when, why, where, and how the state contains student protests and how the power relations between them and the state unfolds over time. A main finding underlying this study is that the nature of state repression of students is related to (a) the tactics being used, (b) the demands being made, (c) the actors that are protesting alongside them, and (d) the political party in power. The article shows how the associational ties between students, teacher movements, political parties, and other movements change during moments of economic crisis and political shifts in government, and how this, in turn, results in changes in state control. Against common sense understandings, we find that changes toward more politically ‘progressive’ governments do not necessarily imply less amount of repression even though the nature of state control changes.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"264 - 282"},"PeriodicalIF":0.6,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920926617","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41425561","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 : 2020-07-14DOI: 10.1177/1746197920915601
S. Themelis, T. Hsu
This article is the first to employ a Freirean framework to discuss the Taiwanese Sunflower Student Movement and its political, pedagogical and social significance. We analyse lecturers’ and students’ perspectives and experiences of civic responsibility in order to explore the relationship between critical pedagogy and student participation in the movement. The latter is an important development in politics and student activism, as it touched the lives of an entire generation of young Taiwanese and highlighted the value of active citizenship in the fight to improve democracy as praxis for social justice. This article makes a threefold contribution: first, it adds to our understanding of the processes through which movement participants cultivate their critical consciousness; second, it offers a new angle on a politically significant moment in Taiwanese history; and third, it uses this movement to illuminate forms of oppression that exist in society and education and ways to transform it.
{"title":"Democratizing politics and politicizing education: Critical pedagogy for active citizenship in the Taiwanese Sunflower Movement","authors":"S. Themelis, T. Hsu","doi":"10.1177/1746197920915601","DOIUrl":"https://doi.org/10.1177/1746197920915601","url":null,"abstract":"This article is the first to employ a Freirean framework to discuss the Taiwanese Sunflower Student Movement and its political, pedagogical and social significance. We analyse lecturers’ and students’ perspectives and experiences of civic responsibility in order to explore the relationship between critical pedagogy and student participation in the movement. The latter is an important development in politics and student activism, as it touched the lives of an entire generation of young Taiwanese and highlighted the value of active citizenship in the fight to improve democracy as praxis for social justice. This article makes a threefold contribution: first, it adds to our understanding of the processes through which movement participants cultivate their critical consciousness; second, it offers a new angle on a politically significant moment in Taiwanese history; and third, it uses this movement to illuminate forms of oppression that exist in society and education and ways to transform it.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"180 - 194"},"PeriodicalIF":0.6,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920915601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42036094","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 : 2020-07-01DOI: 10.1177/1746197919833381
Antonio Alejo
Globalization processes create the need to rethink how citizens participate in complex and interdependent societies. The purpose of this article is to understand how education-related non-governmental organizations in Americas are becoming increasingly transnational in a globalized world through the experience of Mexican non-governmental organization Equipo Pueblo. Following this purpose, I seek to contribute to the study of international education facing non-governmental organizations through activism involved in citizenship education. I argue that non-governmental organizations are potential agents for ordinary citizens to promote non-formal education by participation on global public arenas becoming an important non-formal learning experience beyond schools, which allows those citizens to acquire the necessary skills for effective participation in globalized policy processes. To give empirical evidence to my research, I analyze Equipo Pueblo’s Citizen Diplomacy Program and its influence repertoire that enable citizens’ participation in public spaces, as example of non-formal citizenship education in the context of global politics.
{"title":"Global citizenship education: The case of Equipo Pueblo’s Citizen Diplomacy Program in Mexico","authors":"Antonio Alejo","doi":"10.1177/1746197919833381","DOIUrl":"https://doi.org/10.1177/1746197919833381","url":null,"abstract":"Globalization processes create the need to rethink how citizens participate in complex and interdependent societies. The purpose of this article is to understand how education-related non-governmental organizations in Americas are becoming increasingly transnational in a globalized world through the experience of Mexican non-governmental organization Equipo Pueblo. Following this purpose, I seek to contribute to the study of international education facing non-governmental organizations through activism involved in citizenship education. I argue that non-governmental organizations are potential agents for ordinary citizens to promote non-formal education by participation on global public arenas becoming an important non-formal learning experience beyond schools, which allows those citizens to acquire the necessary skills for effective participation in globalized policy processes. To give empirical evidence to my research, I analyze Equipo Pueblo’s Citizen Diplomacy Program and its influence repertoire that enable citizens’ participation in public spaces, as example of non-formal citizenship education in the context of global politics.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"15 1","pages":"181 - 193"},"PeriodicalIF":0.6,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919833381","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261236","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 : 2020-05-11DOI: 10.1177/1746197920909051
Anthony Q. Briggs
This study utilizes a Critical Anti-Race Qualitative Phenomenological Methodology to challenge the dominant deficit perspective which reinforces the notion that the cultural deprivation of Blacks causes their marginalization. From this viewpoint, Blacks should take individual responsibility for changing their life conditions. However, this article offers narratives of Black men that reveal how structural factors grounded in the notion of racial battle fatigue limit their autonomy, education, and access to employment opportunities. The study focuses on underemployed, second-generation Caribbean Black Male Youth between 18 years and 30 years of age who have made the post-high school transition into the labor market but remain underemployed. This study seeks to understand the central theme emerging in the counternarratives: Caribbean Black Male Youth perceive and experience a lack of employment opportunities. This article’s aim is to show how Caribbean Black Male Youth struggle to address their limited employment opportunities by exploring the impact of the intersecting politics of race, gender, and class on the City of Toronto labor force.
{"title":"Getting a foot in the door: A critical anti-race analysis of underemployed second generation Caribbean Black Male Youth","authors":"Anthony Q. Briggs","doi":"10.1177/1746197920909051","DOIUrl":"https://doi.org/10.1177/1746197920909051","url":null,"abstract":"This study utilizes a Critical Anti-Race Qualitative Phenomenological Methodology to challenge the dominant deficit perspective which reinforces the notion that the cultural deprivation of Blacks causes their marginalization. From this viewpoint, Blacks should take individual responsibility for changing their life conditions. However, this article offers narratives of Black men that reveal how structural factors grounded in the notion of racial battle fatigue limit their autonomy, education, and access to employment opportunities. The study focuses on underemployed, second-generation Caribbean Black Male Youth between 18 years and 30 years of age who have made the post-high school transition into the labor market but remain underemployed. This study seeks to understand the central theme emerging in the counternarratives: Caribbean Black Male Youth perceive and experience a lack of employment opportunities. This article’s aim is to show how Caribbean Black Male Youth struggle to address their limited employment opportunities by exploring the impact of the intersecting politics of race, gender, and class on the City of Toronto labor force.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"165 - 179"},"PeriodicalIF":0.6,"publicationDate":"2020-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920909051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49536474","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 : 2020-05-04DOI: 10.1177/1746197920902427
S. Vandeyar
This article presents an account of how contested spaces: shared places have played out in the South African education context by tracing how the historical, political, social and educational contexts of South Africa created and determined shared places. The article draws on findings from a range of research projects that I conducted over the past 15 years and that utilised the meta-theoretical framework of social constructivism and the methodological framework of qualitative case studies, narrative inquiry and portraiture. Findings from this collection of research studies reveal that the creation and evolution of shared spaces though activated by political, social and educational policy intent that was good and at times exceptional, ‘knowledge in the blood’ coupled with a passion for power witnessed policy in action transform these shared spaces into largely contested spaces. Intriguingly, within these spaces sparks of ‘goodness’ emerged that hold promise for a brighter future.
{"title":"Contested spaces – shared places: A South African perspective","authors":"S. Vandeyar","doi":"10.1177/1746197920902427","DOIUrl":"https://doi.org/10.1177/1746197920902427","url":null,"abstract":"This article presents an account of how contested spaces: shared places have played out in the South African education context by tracing how the historical, political, social and educational contexts of South Africa created and determined shared places. The article draws on findings from a range of research projects that I conducted over the past 15 years and that utilised the meta-theoretical framework of social constructivism and the methodological framework of qualitative case studies, narrative inquiry and portraiture. Findings from this collection of research studies reveal that the creation and evolution of shared spaces though activated by political, social and educational policy intent that was good and at times exceptional, ‘knowledge in the blood’ coupled with a passion for power witnessed policy in action transform these shared spaces into largely contested spaces. Intriguingly, within these spaces sparks of ‘goodness’ emerged that hold promise for a brighter future.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"135 - 149"},"PeriodicalIF":0.6,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197920902427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43066268","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 : 2020-05-04DOI: 10.1177/1746197919900153
Natalie Grobshäuser, Georg Weisseno
Political education in school is aimed at preparing adolescents for their role as citizens, which comprises political participation as well as political knowledge. While it is generally agreed that basic knowledge about politics is a prerequisite to participation, the specific link between knowledge and participation is left unclear in normative theories of democracy and didactic approaches of political education. A study with 1324 German ninth graders tries to clarify the relationship between the two constructs. The findings show a positive effect from knowledge to the expressed willingness to participate in politics in the future. But against the expectations, already performed political participation does not increase knowledge about politics. Furthermore, girls and pupils with migration background show less knowledge and express less willingness to participate.
{"title":"Does political participation in adolescence promote knowledge acquisition and active citizenship?","authors":"Natalie Grobshäuser, Georg Weisseno","doi":"10.1177/1746197919900153","DOIUrl":"https://doi.org/10.1177/1746197919900153","url":null,"abstract":"Political education in school is aimed at preparing adolescents for their role as citizens, which comprises political participation as well as political knowledge. While it is generally agreed that basic knowledge about politics is a prerequisite to participation, the specific link between knowledge and participation is left unclear in normative theories of democracy and didactic approaches of political education. A study with 1324 German ninth graders tries to clarify the relationship between the two constructs. The findings show a positive effect from knowledge to the expressed willingness to participate in politics in the future. But against the expectations, already performed political participation does not increase knowledge about politics. Furthermore, girls and pupils with migration background show less knowledge and express less willingness to participate.","PeriodicalId":45472,"journal":{"name":"Education Citizenship and Social Justice","volume":"16 1","pages":"150 - 164"},"PeriodicalIF":0.6,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1746197919900153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45382924","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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