Education for Citizenship: Children as Citizens and Political Literacy

Lockyer, Andrew

doi:10.4135/9781446214756.n2

Cited by 12 publications

(10 citation statements)

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“…Our study indicates that for children and young people there is an interwoven relation between participation rights and responsibilities, not only in the sense that they acknowledge their responsibilities to others (cf. Lockyer, 2008), but also that they acknowledge the special responsibilities that rest with adults. For many, 'being responsible' is a characteristic mainly associated with adulthood, while children and young people need experience and practice in order to 'become responsible'.…”

Section: Concluding Discussionmentioning

confidence: 99%

Children as ‘differently equal’ responsible beings: Norwegian children’s views of responsibility

Bjerke

2011

Childhood

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This article explores children's views of responsibility and their position as responsible beings, drawing on an international research project with a focus on data from 109 children in Norway. Responsibility is explored as a practice that children experience as both a privilege and a burden in childhood. It is argued that there is an interwoven relation between participation rights and responsibilities for children, where ideas of the child as 'being' and 'becoming', 'equal' to and 'different' from adults are embedded. A difference-centred perspective is suggested as a way to accommodate children as 'differently equal' responsible beings.

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Section: Concluding Discussionmentioning

confidence: 99%

Children as ‘differently equal’ responsible beings: Norwegian children’s views of responsibility

Bjerke

2011

Childhood

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“…The same two dimensions of participation -individual and collective are expressed in the contemporary idea of children's citizenship (Hart, 2009;Cockburn, 2013;Lockyer, 2008;Milne, 2013;Lansdowne, 2010). Moreover, it must be noticed that the collective sense of children's participation is superior today (Liebel, 2008a(Liebel, , 2008b.…”

Section: Child and Children Participation: Individual And Collective Sensementioning

confidence: 90%

Children’s participation idea and practice: Korczak’s inspirations and contemporary faces

Jarosz

2018

Polish Journal of Educational Studies

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Currently, children’s participation is one of the most promoted ideas of the social development. As mentioned in several resources, the Convention on the Rights of the Child has its roots in Janusz Korczak’s philosophy of a child and relations between a child and an adult and his pedagogy. The most fundamental Korczak’s thoughts, listening to a child and giving respect to his or her opinion, are well-known pillars of the contemporary children’s participation idea. However, there are much more Korczak’s inspirations that can be recognised in the current discourse about children’s participation. The paper shows and considers these inspirations, and on this basis some meaningful aspects of the idea of participation are presented.

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“…Sem a transição entre o conhecimento e a prática, ou seja, a correspondência entre o que se transmite e as condições que a criança encontra em sua vida, corre-se o risco de que "o fervor político" seja "esquecido no fundo da mochila, da mesma forma que o último dever de casa". Lockyer (2008) chama a atenção para a combinação de elementos do republicanismo (equilíbrio entre direitos e deveres) e do liberalismo (incentivo à autonomia e foco nos direitos individuais) no Relatório Crick. Audigier (2000, apud COSSON, 2008 também identifica um caráter mais individualista na concepção recente de cidadania.…”

Section: Democracia E Autocraciaunclassified

“…A barreira autoritária ou mesmo a resistência ao letramento político não devem impedir que as escolas sejam as principais parceiras do Plenarinho, pelo contrário. Para Lockyer (2008), não é necessário que as escolas (ou as famílias) sejam instituições completamente democráticas para que se admita o engajamento político. Se elas reconhecerem os estudantes como cidadãos, considerando o alcance de seus direitos e responsabilidades, já é o primeiro passo para que a 29 Relato informal de uma professora, durante uma apresentação do Plenarinho em uma escola pública de Sobradinho-DF.…”

Section: Educacionaisunclassified

Plenarinho: Novos Paradigmas Para Novas Gerações / Plenarinho: New Paradigms for New Generations

Meneguin

2017

Rev. Elet. Prog. Pós-Grad. Câmara dos Deputados

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Este estudo faz um resgate histórico do programa infantojuvenil Plenarinho, da Câmara dos Deputados, e documenta o processo de reflexão sobre seu propósito. Analisa-se o que é oferecido pelo Portal Plenarinho na internet, nas dimensões tecnológica, comunicacional, educacional e política. Em seguida, avaliam-se os projetos inscritos no Câmara Mirim, observando-se o letramento político das crianças, segundo requisitos de Crick (1998). A metodologia consiste em pesquisa documental e análise de conteúdo. Os resultados mostram a evolução do programa, referência no Brasil e no mundo, e os desafios que ainda se impõem para sua continuidade, pertinentes tanto para a literatura quanto para a realização de iniciativas semelhantes.

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Education for Citizenship: Children as Citizens and Political Literacy

Cited by 12 publications

References 0 publications

Children as ‘differently equal’ responsible beings: Norwegian children’s views of responsibility

Children as ‘differently equal’ responsible beings: Norwegian children’s views of responsibility

Children’s participation idea and practice: Korczak’s inspirations and contemporary faces

Plenarinho: Novos Paradigmas Para Novas Gerações / Plenarinho: New Paradigms for New Generations

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