Understanding Young People's Citizenship Learning in Everyday Life: The Role of Contexts, Relationships and Dispositions

Autor/inn/en	Biesta, Gert; Lawy, Robert; Kelly, Narcie
Titel	Understanding Young People's Citizenship Learning in Everyday Life: The Role of Contexts, Relationships and Dispositions
Quelle	In: Education, Citizenship and Social Justice, 4 (2009) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197908099374
Schlagwörter	Young Adults; Adolescents; Social Environment; Interpersonal Relationship; Informal Education; Case Studies; Educational Environment; Political Socialization; Citizenship; Democracy; Citizenship Education; Democratic Values; Learning Processes; Longitudinal Studies; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziales Umfeld; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politische Sozialisation; Staatsbürgerschaft; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Learning process; Lernprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Großbritannien
Abstract	In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13-21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that young people bring to such contexts and relationships. In the first part of the article we show how and why we have broadened the narrow parameters of the existing citizenship discourse with its focus on political socialization to encompass a more wide-ranging conception of citizenship learning that is not just focused on school or the curriculum. In the second part of the article we describe our research and present two exemplar case studies of young people who formed part of the project. In the third part we present our insights about the nature and character of citizenship learning that we have been able to draw from our research. In the concluding section we highlight those dimensions of citizenship learning that would have remained invisible had we focused exclusively on schools and the curriculum. In this way we demonstrate the potential of the approach to understanding citizenship learning that we have adopted. (Contains 1 table and 5 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10