Figured Worlds of Citizenship: Examining Differences Made in ''Making a Difference'' in an Elementary School Classroom

Autor/inn/en	Mayes, Eve; Mitra, Dana L.; Serriere, Stephanie C.
Titel	Figured Worlds of Citizenship: Examining Differences Made in ''Making a Difference'' in an Elementary School Classroom
Quelle	In: American Educational Research Journal, 53 (2016) 3, S.605-638 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216648378
Schlagwörter	Class Activities; Change Agents; Student Empowerment; Citizen Participation; Citizenship Education; Longitudinal Studies; Case Studies; Grade 5; Student Participation; Classroom Observation Techniques; Interviews; Interaction Process Analysis; Self Efficacy; Teaching Methods + Suchen Sie Ihr Suchwort? Studienberechtigung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Case study; Fallstudie; Case Study; School year 05; 5. Schuljahr; Schuljahr 05; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interviewing; Interviewtechnik; Prozessanalyse; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article explores how two elementary school students responded to their teacher's invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students' experiences and responses, we question what differences are made when students are encouraged to think of themselves as citizens who can make a difference. Noting dissonances and ambivalences in the students' responses, the conceptual resources of "figured worlds" enable an analysis of the interplay of discourses, interactions, sensory experiences, and material artifacts as civic identities are constituted. The two students' differing responses are analyzed in relation to other figured worlds that students and teachers daily negotiate: of compliant citizenship, productive citizenship, and consumer citizenship. The overlaps, dissonances, and/or divergences in discourses and artifacts from various figured worlds of citizenship render some students more recognizable as civically "engaged" and "efficacious" than others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01