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Authors:Eric McGinnis, Dana Mitra Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-06-16T09:55:54Z DOI: 10.1177/17461979221098014
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Authors:Valéria Markos Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-06-16T09:54:14Z DOI: 10.1177/17461979221103789
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Authors:Nadine Mchenry, Margo Kelly Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-06-16T09:52:58Z DOI: 10.1177/17461979221103786
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Authors:Norberto Ribeiro, Carla Malafaia, Teresa Ferreira Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-06-13T09:42:33Z DOI: 10.1177/17461979221097072
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Authors:Stacey Wilson-Forsberg, S Richelle Monaghan, Diana Correa Corrales Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-06-10T12:31:10Z DOI: 10.1177/17461979221097073
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Authors:Kristina F Brezicha, Audrey J Leroux Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-05-23T04:52:21Z DOI: 10.1177/17461979221097362
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Authors:Ralph Leighton Abstract: Education, Citizenship and Social Justice, Ahead of Print. All education is political; the radical approach to Citizenship Education promotes social justice and critical active participation. In synthesizing a pedagogy of discomfort and the principles of subversive teaching, this is predicated on the notion that authority should be accountable, that people should be able and enabled to take decision makers to task, that those decision makers are the servants of the people. This article is based on research conducted and published during 16 years as subject leader for Citizenship Education on a pre-service qualifying programme for specialist teachers. It is adapted from the commentary submitted as part of my PhD by publication. The proposed ‘Radical Citizenship Education’ aims to enable people to question and, if they wish, to change social circumstances rather than to stoically accept the status quo. Couched within a framework which owes as much to Postman and Weingartner as it does to Marxism, studies are summarized largely chronologically to explain and contextualize the data collected. The influence of many other thinkers and writers is acknowledged, from the 19th Century to the 21st, in the continued belief that the purpose of Citizenship Education should not be to protect the civic landscape, but to change it. Citation: Education, Citizenship and Social Justice PubDate: 2022-04-27T12:30:35Z DOI: 10.1177/17461979221080604
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Authors:José María Campillo Ferrer, Pedro Miralles Martínez Abstract: Education, Citizenship and Social Justice, Ahead of Print. This study aimed to analyze the impact of the use of a flipped classroom model on student learning of democratic principles in a higher education setting. This study also aimed to examine the extent to which students enrolled in a primary teacher education programme made use of different techniques and strategies to support learning in flipped classroom during one school term. A convenience sampling method was used to select 179 students who represented four different groups. Pre- and post-tests were administered to evaluate student opinions within the framework of this digital approach. Overall, the results revealed that students had a positive perception of this teaching method during the period under consideration. We identified several statistically significant differences among the students with respect to the learning of key democratic principles. Higher scores were provided by students in the subgroup that had previous experience with this classroom teaching model. Our results also revealed that students with higher levels of digital competence rated collaborative learning significantly higher compared to students with lower levels of digital competence. Finally, some improvements for future studies are proposed. Citation: Education, Citizenship and Social Justice PubDate: 2022-04-27T07:28:08Z DOI: 10.1177/17461979221084111
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Authors:Thashika Pillay, Carrie Karsgaard Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-04-26T11:55:53Z DOI: 10.1177/17461979221080606
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Authors:Erica L Odera, John Davis, Mark Brennan, Patrick Dolan Abstract: Education, Citizenship and Social Justice, Ahead of Print. 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. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-23T10:33:38Z DOI: 10.1177/17461979221077983
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Authors:Irene Zempi, Athina Tripli Abstract: Education, Citizenship and Social Justice, Ahead of Print. The Prevent Duty requires universities in the United Kingdom to identify and report students who might be seen as ‘vulnerable’ to radicalisation. Since its introduction in 2015, the duty has been subject to increasing empirical research in the education sector. However, there has been limited research that specifically explores Muslim students’ perceptions of Prevent in British universities. This paper directly addresses this gap in research by drawing upon the qualitative experiences of 25 university students who self-identified as ‘British Muslims’. Individual, semi-structured interviews were transcribed and analysed using Thematic Analysis. The findings demonstrate the securitisation of higher education and ‘policing’ of Muslim students. The paper draws on Pantazis and Pemberton’s use of the ‘new suspect community’ thesis in order to examine participants’ views and experiences. When analysing the data, three particular themes are especially prominent: as a tool of ‘surveillance’, Prevent hampers freedom of speech, threatens student activism and forces Muslim students to hide their Muslim identity to avoid being labelled as ‘radical’ or ‘vulnerable’ to terrorism. It will be concluded that the ‘surveillance’ function of Prevent is problematic on the grounds that it renders universities ‘modern-day panopticons’. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-16T10:30:57Z DOI: 10.1177/17461979221077990
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Authors:Alison Body, Jayne Lacny Abstract: Education, Citizenship and Social Justice, Ahead of Print. In this article we critically question how philanthropic citizenship is represented within children’s literature. Critical content analysis of over 100 western children’s picture-books reveals that the majority of children’s contemporary literature frames philanthropy as an individual act of personal responsibility which takes place in the private sphere, focusing on singular acts of kindness and generosity, overlooking connections between the cause and wider societal socioeconomic, political, environmental and/or social justice issues. Furthermore, many stories reinforce concerning traditional and stereotypical ideas of gender, race and power. Nonetheless, we also identify several books which notably seek to move beyond this, connecting acts of philanthropy to wider ideological, economic and political factors, placing a strong emphasis on social justice. In conclusion, we call for further research to explore how philanthropic stories are used within the home and classroom, and what children interpret as the ‘good philanthropic citizen’ through these stories. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-16T09:09:36Z DOI: 10.1177/17461979211061798
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Authors:Michalinos Zembylas Abstract: Education, Citizenship and Social Justice, Ahead of Print. In bringing together the literature on post-democracy and theoretical work on the politics of affective societies, this article explores how democratic education might benefit from a sustained examination of negative emotions and affects associated with democratic disenchantment. In particular, the analysis highlights what is gained by introducing a more pedagogically and politically robust approach toward ‘ugly’ and ‘negative’ feelings in the context of democratic education in schools, namely, a pedagogical approach that recognizes the gloomy ramifications of post-democracy in the daily life of teachers and young people and inspires transformative action that contributes toward practical ‘democratic innovations’ in the sphere of civil society. This article contributes toward ongoing efforts for the renewal of democratic education in schools by urging teachers and researchers to rethink pedagogically how to navigate productively the ugly and negative feelings of democratic disenchantment. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-14T06:43:18Z DOI: 10.1177/17461979211061806
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Authors:Martha Shaw Abstract: Education, Citizenship and Social Justice, Ahead of Print. Within plural democracies, the concept of ‘religious literacy’ is commonly understood as denoting the knowledge, skills and understanding vis- à -vis religious diversity required of the citizen. In schools across Europe such learning is traditionally housed within Religious Education (RE), the aims of which are increasingly framed in terms of citizenship education, yet the two school subjects are often unhelpfully siloed, and both criticised for lack of criticality and an over-focus on knowledge acquisition. This article introduces the concept of ‘worldview literacy’ as a reworking of ‘religious literacy’ that addresses concerns around inclusivity and criticality. Rather than a product of good RE or citizenship education, worldview literacy is envisaged as a transformational process of educational praxis through encounter in plurality, that forges a pathway between the two school subjects and contributes to the broader educational endeavour of engagement in social life. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-08T10:47:35Z DOI: 10.1177/17461979211062125
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Authors:Gearóid O’Brien Abstract: Education, Citizenship and Social Justice, Ahead of Print. This study examines differences based on school gender in the teaching of Civic, Social and Political Education (CSPE), a mandatory subject in the Irish post-primary curriculum. These differences are considered in relation to Westheimer and Kahne’s three types of citizens – personally responsible, participatory and justice-oriented. The article presents the findings of a survey conducted with 223 CSPE teachers in single-sex female, single-sex male and co-educational schools. The data were analysed using statistical and thematic analysis. The findings suggest that CSPE teachers in single-sex female schools place greater value on the subject and are more likely to promote social responsibility and student voice, suggesting a greater emphasis on participatory and justice-oriented citizenship. Teachers in single-sex male schools are more likely to focus on politics and action aligning with participatory citizenship. In co-educational schools, teachers seemed to focus on personally responsible and participatory citizenship. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-08T08:53:17Z DOI: 10.1177/17461979211062118
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Authors:Kei Nishiyama Abstract: Education, Citizenship and Social Justice, Ahead of Print. In recent years, the ‘deliberative turn’ of political theory has travelled to the classroom. The predominant approach focuses on the ‘educative’ aspect of deliberation by simulating a fictional public debate in which students discuss controversial political questions given by adults. However, such practice tends to pay scant attention to the critical aspect of deliberation that enables students to challenge and examine unjust socio-political structures and dominant discourses in their lives. This article cautions that classroom deliberation without its critical edge makes deliberation more tokenistic and students less agentic. To show the democratic dynamics of critical classroom deliberation, this article draws insights from the author’s fieldwork on Philosophy for Children (P4C) implemented in two Japanese schools. The case study shows that students’ engagement in critical deliberation facilitated their creation of two types of counter-publics, namely, pedagogical and political, that helped them formulate counter-strategies and counter-voices differently. Citation: Education, Citizenship and Social Justice PubDate: 2022-02-08T08:51:39Z DOI: 10.1177/17461979211061801
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