An Organization of the Theoretical Perspectives in the Field of Civic and Political Participation: Contributions to Citizenship Education

Ribeiro, Norberto; Neves, Tiago; Menezes, Isabel

doi:10.1080/15512169.2017.1354765

Cited by 16 publications

(21 citation statements)

References 62 publications

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“…Youth participation is a complex story to tell. However, there is currently a wide agreement that the forms, repertoires and targets of youth political engagement are changing and expanding (Amnå & Ekman, 2014; Barrett & Zani, 2015; Dalton, 2008; Hustinx et al, 2012; Ribeiro et al, 2017). Indeed, creative and non-traditional forms of engagement are on the rise, pointing towards a participatory transformation (Barrett & Zani, 2015; Norris, 2004).…”

Section: Introductionmentioning

confidence: 99%

The Gap Between Youth and Politics: Youngsters Outside the Regular School System Assessing the Conditions for Be(com)ing Political Subjects

Malafaia

Neves

Menezes

2021

YOUNG

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Approaches to youth engagement typically focus on withdrawal from conventional politics and participatory transformation. In this paper, we argue that such approaches fall short in grasping how groups with blended styles of relationship with politics assess their political ownership. This became apparent when, in the context of European elections, the rise of extreme right wing in Europe and intensification of austerity in Portugal, we discussed the circumstances framing youth’s relationship with politics with 40 youngsters outside regular school. Quantitative data from regular-school students on the same topic were used to trigger focus groups and later used by participants to interview their peers. Participants displayed ‘ordinary’ approaches to engagement, attributing an unexpected relevance to vote. Socioeducational disadvantages and self-blaming perspectives were actively contested, and the gap between youth and politics is to be filled by a normative equipment, with the school indicated as a fundamental, structured and unbiased locus of political education.

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Section: Introductionmentioning

confidence: 99%

The Gap Between Youth and Politics: Youngsters Outside the Regular School System Assessing the Conditions for Be(com)ing Political Subjects

Malafaia

Neves

Menezes

2021

YOUNG

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“…Even these alternative approaches seem to implicitly treat the figure of the child as the "default addressee of pedagogy." Theoretical accounts of childist understandings of political participation (e.g., Moosa-Mitha, 2005;Lister, 2007;Wall, 2012;Sundhall, 2017;Bray and Nakata, 2020) have also not yet been discussed as part of relatively comprehensive theoretical overviews on citizenship education (e.g., Ribeiro et al, 2017). The difference is that childist understandings underscore the roles that childadult power dynamics play in the normative fabric of democratic society, as well as endeavor to imagine how democracy can be transformed to include children.…”

Section: Introductionmentioning

confidence: 99%

Letting Teach: Gen Z as Socio-Political Educators in an Overheated World

Biswas

2021

Front. Polit. Sci.

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In this article, the author begins by grasping the present crisis through the social anthropological description of overheating. She then locates “Generation Z (Gen Z)” as a generation born into an overheated era and distinguishes their socio-political struggle for intergenerational climate justice from preceding generations. Following that, the author presents an analysis of the oppressive adultist dimensions of the challenges confronted by Gen Z activists like Greta Thunberg. She does so by engaging with examples from the German context. The objective of the discussion on adultism faced by Gen Z activists consequently establishes that young activists demonstrate relentless courage and hence their contribution deserves a legitimate place in rethinking socio-political “education.” Her reading reveals that young activists are simultaneously resisting adult opposition and contributing to educating older generations about the intergenerational dimensions of the climate crisis. Therefrom, the author proposes that one may re-think the matter at hand from a childist standpoint which implies a re-cognition of pupils' agency within education i.e., intergenerational relating, as something that adults can also learn from. She suggests that an integral dimension of reflexivity in further developing childist educational theory and praxis, entails a conscious commitment to letting children and youth teach adult educators too.

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“…Youth civic and political participation (hereinafter referred to as CPP) has been a focus of academic interest for a long time and most studies emphasize its fundamental role in healthy democracies (Turner, 1997;Torney-Purta et al, 2001;Mascherini et al, 2009;Amnå, 2012;Ekman and Amnå, 2012;Ferreira et al, 2012;Flanagan et al, 2012;Barrett and Zani, 2015;Ribeiro et al, 2017). In some cases, CPP is studied as a part of a more complex construct-Active Citizenship Mascherini et al, 2009;Bee and Guerrina, 2014;Šerek and Jugert, 2018)where it represents the behavioral part of citizenship.…”

Section: Introductionmentioning

confidence: 99%

Civic and Political Participation of European Youth: Fair Measurement in Different Cultural and Social Contexts

et al. 2019

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Civic and political participation (CPP) is often routinely operationalized through the same questions, as can be found in many related studies. While questions can be adapted in accordance with the research purposes, their psychometric properties are rarely addressed. This study examines the potential methodological problems in the measurement of CPP, such as the conflict between construct validity and measurement invariance, as well as unequal item functioning between some groups of people. We use the Rasch model to test 18 CPP questions for their relevance for the European youth population and to study differential item functioning between groups based on (1) age, (2) gender, (3) economic satisfaction, and (4) country of living. We discovered that CPP questions are strongly connected with the cultural and social context and can discriminate against some groups of people. The results demonstrate the need to develop more culturally responsive methods to study CPP and the paper offers suggestions on how to do so.

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An Organization of the Theoretical Perspectives in the Field of Civic and Political Participation: Contributions to Citizenship Education

Cited by 16 publications

References 62 publications

The Gap Between Youth and Politics: Youngsters Outside the Regular School System Assessing the Conditions for Be(com)ing Political Subjects

The Gap Between Youth and Politics: Youngsters Outside the Regular School System Assessing the Conditions for Be(com)ing Political Subjects

Letting Teach: Gen Z as Socio-Political Educators in an Overheated World

Civic and Political Participation of European Youth: Fair Measurement in Different Cultural and Social Contexts

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