Adolescents Developing Civic Identities: Sociocultural Perspectives on Simulations and Role-Play in a Civic Classroom

Autor/in	Lo, Jane C.
Titel	Adolescents Developing Civic Identities: Sociocultural Perspectives on Simulations and Role-Play in a Civic Classroom
Quelle	In: Theory and Research in Social Education, 45 (2017) 2, S.189-217 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2016.1220877
Schlagwörter	Adolescents; Simulation; Teaching Methods; Citizenship Education; Role Playing; Social Theories; Identification (Psychology); Minority Group Students; Political Issues; Empowerment; Social Studies; Student Projects; Case Studies; Semi Structured Interviews; Questionnaires; Coding; High School Seniors; Urban Schools; Immigrants; Observation + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Rollenspiel; Gesellschaftstheorie; Politischer Faktor; Gemeinschaftskunde; Schulprojekt; Case study; Fallstudie; Case Study; Fragebogen; Codierung; Programmierung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Immigrant; Immigrantin; Immigranten; Beobachtung
Abstract	While simulations and role-play have been staples in the civic classroom, little is known about how they work as best practices. This study explores the ways simulations and role-play may influence students' civic identities. Drawing from sociocultural theories, the article seeks to understand how students' practice-linked identities may be shaped by their experiences with simulations and role-play in the classroom. Specifically, this study follows 2 students of color in an effort to elucidate how political simulations and role-play may impact their practice-linked identities as citizens. Findings suggest simulations and role-play provide ways for students (who may initially feel disempowered) to engage with political processes that support their identities as active citizens who are empowered to change the system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01