Dutch adolescents’ narratives about democracy: ‘I know what democracy means, but not what it means to me’

Groot, Isolde de; Goodson, Ivor; Veugelers, W.M.M.H.

doi:10.1080/0305764x.2014.897686

Cited by 7 publications

(5 citation statements)

References 21 publications

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“…Cavieres-Fernández (2014), for instance, used the stories of two teachers to explore how they applied their personal and professional experiences to help students engage civically beyond their self-centered interests. De Groot, Goodson, and Veugelers (2014) used the narratives of Dutch adolescents to analyze their citizenship engagement within contexts in which conceptions of democracy and democratic participation are not discussed. Similar studies, although not subscribing explicitly to a narrative methodology, share the experiences of teachers and students working together to discuss issues of public concern, all of which allows for the emergence of counternarratives that question the accountability context in place, which, with its focus on testing and measurement, displaces the need for students to develop empowering critical practices (Horn, 2017).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Cavieres-Fernández

Figueroa-Farfán

2019

Urban Education

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The present study uses a story constellation to explore the experiences of a group of students participating in their high school in an urban city in Central Chile. Because these experiences were motivated by the students’ participation in the student movement outside of their high school, they were not considered in any school or policy guidelines. Consequently, we argue for the value of this constellation as a counterstory that invites to acknowledge how students participate beyond institutional and citizenship policy guidelines and to recognize the contribution of their experiences in the pursuit of democratic thick forms of education and citizenship.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Cavieres-Fernández

Figueroa-Farfán

2019

Urban Education

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“…The project was planned and designed as a case study (Gomm, Hammersley, & Foster, 2000;Yin, 2009) with elements of action research (Burns, 2010;Stringer, 2007) with the aim to implement, and describe, an intercultural and ecological citizenship experience in the primary English classroom in Argentina and Denmark.…”

Section: Ecological Citizenshipmentioning

confidence: 99%

“…I was interested in discovering how this specific group of Argentinian children experienced ecological and intercultural citizenship in their EFL primary classroom. There is a renewed interest in participatory research that gives social actors a voice (Norton, 2000;Norton & Toohey, 2011;Tsui, 2007), which is also important in TESOL (de Groot, Goodson, & Veugelers, 2014;Giroir, 2014; TESOL Quarterly Special Issue on Narrative Research 2011). Research that takes account of a biographical standpoint collects and uses life documents such as autobiographies, biographies, diaries, letters, obituaries, life stories, personal experience stories, and personal records.…”

Section: Introductionmentioning

confidence: 99%

Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina

Porto

2015

Cambridge Journal of Education

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This article describes an online intercultural citizenship project concerning the environment in the primary English-language classroom carried out in 2013/ 2014 between Argentina and Denmark. It is part of a network of projects coordinated by Michael Byram that involves teachers and researchers in Europe, the US and East Asia. The project is framed within the theory of intercultural citizenship in the foreign-language classroom and it is the only study set in the primary school context. Furthermore, developments in Latin America in this field are scarce and the study intends to fill an empirical gap. Although the comparative perspective is ingrained in the project, the article describes mainly the Argentinian standpoint.At the same time, and more generally (beyond language education), it will be argued, and shown, that the project can also be framed within the notion of ecological citizenship, understood as a new form of citizenship that presents new challenges to educators. While the notion of citizenship in formal education usually assumes nationalist and patriotic mindsets, in this project ecological citizenship offers a new framework that introduces an international, transnational or global perspective. Furthermore, citizenship education tends to be reserved to secondary civics and social studies classrooms and in this sense the focus on the primary school context and on the foreign-language classroom is innovative in this project.

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“…Lately, more attention has been paid to qualitative research of various aspects of citizenship (e.g., Kerr, Sturman, Schulz, & Burge, ). De Groot, Goodson, and Veugelers () however note that there is still very little relevant research of adolescent populations specifically focusing on the understanding of democracy and its principles.…”

Section: Introductionmentioning

confidence: 99%

“…Research on Czech and Slovak adolescents during the times of social change of the 1990s showed that they linked democracy to legal order, institutions, and individual freedoms, such as self‐determination (Tyrlík, Plichtová, & Macek, ). Recent research among adolescents has indicated that the understanding of democracy that emphasizes individual rights and freedoms, democratic representation, and civic equality prevails (De Groot et al., ; Flanagan, ; Flanagan, Gallay, Gill, Gallay, & Nti, ; Husfeldt & Nikolova, ). Longitudinal study of adolescents in the Netherlands showed that during adolescence, young people become more familiar with politics (Nieuwelink, Dam, Geijsel, & Dekker, ).…”

Section: Introductionmentioning

confidence: 99%

Our Democracy: Czech Adolescents Talk About the Meaning of Democracy and Attitudes Toward Immigrants

Scott

Šmahelová

Macek

2019

Anal Soc Iss & Public Policy

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The objective of the present study was to explore in depth how adolescents understand democracy and how they apply their ideas of democracy to attitudes toward immigrants. In order to research these topics, we conducted five focus groups at middle and high schools (9th and 10th grade) with a total number of 32 respondents. Utilizing thematic analysis, we identified the main themes related to definitions of democracy, such as emphasis on individual freedom, and democracy as rule by the people. Young people also discussed possible conflicts between democratic principles (e.g., majority rule vs. minority voice). Inclination toward majoritarian model was mostly present in adolescents' attitudes toward immigrants, which were characterized mostly by endorsement of assimilation. We discuss these results in the light of the conflicting principles upon which democracy is built, such as equality versus freedom or majority rule versus minority rights.

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Dutch adolescents’ narratives about democracy: ‘I know what democracy means, but not what it means to me’

Cited by 7 publications

References 21 publications

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina

Our Democracy: Czech Adolescents Talk About the Meaning of Democracy and Attitudes Toward Immigrants

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