Narrative learning for democratic citizenship identity: a theoretical framework

Groot, Isolde de

doi:10.1080/00131911.2017.1344191

Cited by 11 publications

(7 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Rivers argues, "[t]heatre engages the totality of our senses, thus enabling a greater receptivity to the material at hand" [34]. The narratives in the plays helped the audience to relate to different perspectives, to counter stereotypes and reframe taken-for-granted positions and, thus, they contribute to meaning-making [35][36][37]. With this theoretical background and with earlier research in mind, we now turn to the data in our empirical study from Sweden.…”

Section: Theatre Visits As An Instructional Resourcementioning

confidence: 98%

Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden

2019

View full text Add to dashboard Cite

In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee.

show abstract

Section: Theatre Visits As An Instructional Resourcementioning

confidence: 98%

Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden

2019

View full text Add to dashboard Cite

show abstract

“…Skills concern the cognitive capacities that enable participation in the civic and political domain (for example, the ability to analyse a civic issue in light of a certain theory) as well as participatory capacities (for example, deliberation skills). Attitudes are defined as the 'judgments or evaluations regarding ideas, persons, objects, events, situations, and/or relationships' (Schulz et al, 2016: 25), and citizenship identity concerns, among others, the stories that one develops about one's civic self and about one's participatory experiences (De Groot, 2018a). We also distinguish basic and critical aims.…”

Section: Education For Democracy: Key Concepts and Componentsmentioning

confidence: 99%

“…Complementing an earlier, qualitative study into mock elections and related education in 2012 (De Groot, 2017, 2018a, this article reports a survey into how Dutch high school teachers advance, and intend to advance, critical democratic citizenship and a democratic school culture in the context of mock elections, and the constraints that teachers identify in this effort. In particular, it presents our findings on teacher aims and on the educational activities offered.…”

Section: Introductionmentioning

confidence: 99%

Mock elections as a way to cultivate democratic development and a democratic school culture

Groot¹,

Eidhof²

2019

London Review of Education

Self Cite

View full text Add to dashboard Cite

Over the last decades, many European Union countries have invested in strengthening participatory learning in citizenship education policy and practice. This survey study provides insight into how high school teachers in the Netherlands advance critical democratic citizenship and a democratic school culture in the context of mock elections. A quarter of the schools that organized mock elections in 2017 participated in the study. Analysis reveals that attention for critical, valuerelated teacher aims and teacher aims directed at strengthening a democratic school culture is still limited in mock election-related education. It also shows that half of the participating schools offer less than one hour of mock electionrelated educational activities, and that one-third of the teachers would like to offer additional educational activities.

show abstract

“…Inspired by the work of scholars in worldview and citizenship education (Carretero, Haste, & Bermudez, 2015;Egan, 2005, Gudson, 2015Van Oers, Leeman, & Volman, 2009), we argue that (newcomer) education also needs to support meaning-making processes and the development of a shared space (Van den Berg, 2014;De Groot, 2017a, 2017b. Essential for a shared space is that people bond with one another in diversity, without neutralizing tension or struggle (Castoriadis, 1987;Taylor, 2004;Dieleman, & De Beer, 2010).…”

Section: Introductionmentioning

confidence: 97%

Bonding in Newcomer Education: An Empirical Exploration

Groot¹,

Berg²,

Leijgraaf³

et al. 2019

IJLTER

View full text Add to dashboard Cite

Armed conflicts in the Middle East since 2015 have led to an increase of refugee children in Dutch society and Dutch schools. This article describes an exploratory qualitative study into how primary school teachers promote bonding in classrooms and schools with newcomer students. Following research in worldview and citizenship education, we identify three interrelated ways in which bonding can be promoted in (newcomer) education: by fostering a) exchange, b) a feeling of being listened to, and c) the co-creation of a shared cultural world. We then present the results of a multiple-case study which examined teacher practices and challenges in two schools in this regard. Thematic analysis of the data revealed how the teachers experience their work as highly meaningful, despite the challenges that stem from the super-diverse character of newcomer classes and a lack of suitable materials. The teachers offer various playful learning activities to advance exchange and a feeling of being listened to. Moreover, they employ creative, playful and imaginative learning strategies to stimulate the co-creation of a shared cultural world. Overall, our study introduces a conceptual vocabulary and provides insights into how to foster a shared space in newcomer classrooms and schools.

show abstract

Narrative learning for democratic citizenship identity: a theoretical framework

Cited by 11 publications

References 28 publications

Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden

Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden

Mock elections as a way to cultivate democratic development and a democratic school culture

Bonding in Newcomer Education: An Empirical Exploration

Contact Info

Product

Resources

About