Learning Citizenship through Social Participation outside and inside School: An International, Multilevel Study of Young People's Learning of Citizenship

Autor/inn/en	Hoskins, Bryony; Janmaat, Jan Germen; Villalba, Ernesto
Titel	Learning Citizenship through Social Participation outside and inside School: An International, Multilevel Study of Young People's Learning of Citizenship
Quelle	In: British Educational Research Journal, 38 (2012) 3, S.419-446 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1080/01411926.2010.550271
Schlagwörter	Communities of Practice; Learning Theories; Citizenship; Democracy; Young Adults; Citizenship Education; Cross Cultural Studies; Correlation; Knowledge Level; Citizen Participation; Statistical Analysis + Suchen Sie Ihr Suchwort? Community; Learning theory; Lerntheorie; Staatsbürgerschaft; Demokratie; Young adult; Junger Erwachsener; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Cultural comparison; Kulturvergleich; Korrelation; Wissensbasis; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Statistische Analyse
Abstract	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. (Contains 8 notes and 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10