Social Work and Lived Citizenship

Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

“…In recent years, there has been a challenge to traditional conceptualisations of citizenship which focus on an individual's relationship to a specific nation-state. Various scholars have outlined how normative models are exclusionary, and instead propose models of 'inclusive citizenship' (Lister, 2007) [11] and 'lived citizenship' (Warming and Fahnoe, 2017) [12], which align to localised, community political participatory practices. As Warming and Fahnoe (2017:4) [12] argue: 'By connecting the concept of citizenship with theories of radical democracy and inclusion, the lived citizenship approach aims to critically scrutinise the power relations that produce discrimination, domination, and exclusion'.…”

“…Altogether, the project makes visible how children's lived citizenship (Warming and Fahnoe, 2017 [12]) pertain to their everyday practices in ECE, enabling a focus on issues relating to their developing agency and identities as active community members and inclusive citizenship (Lister, 2007 [11]). The maker project demonstrates how the status of these children was transformed from mere socialisation towards active agency and creative citizenship.…”

“…As Barbara Comber's (2016) [54] work in Australia on literacies and place has demonstrated so powerfully, activities such as those outlined above offer 'pedagogies of possibility'. Warming and Fahnoe (2017:7-10) [12] emphasize the significance of a place-based approach to exploring issues relating to lived citizenship. Pointing to the embodied nature of citizenship, they argue that feelings This activity was important in building a counter-narrative to media reports about the local area, which consistently label it as one of the most anti-social estates in the country and point to its high crime rates.…”

Trust and Power Dynamics in Children's Lived Citizenship and Participation: The Case of Public Schools and Social Work in Denmark

“…The unfolding of the concept enables researchers to move beyond liberal and communitarian approaches towards what Gerald Delanty has termed ‘radical theories of politics’ which connect the concept of citizenship with theories of radical democracy and inclusion (Delanty, : 46). Unfolding the concept thus involves an analytical approach that critically reveals the power relations that produce discrimination, domination and exclusion, also termed the cultural turn towards lived citizenship (Kallio and others, ; Lister, ; Stevenson, ; Warming and Fahnøe, ). This theoretical development makes it relevant to use a citizenship perspective in studying childhood as well as children of all ages in all circumstances (Moran‐Ellis and Suenker, ; Suenker, ).…”

“…Lived citizenship is citizenship as practiced and experienced. Thus, it addresses the interplay between agency and structure, including the role played by policies and discourses (Warming and Fahnøe, ); however, it focuses primarily on the subjective experiences and contextualised meanings and power (re‐)producing practices through which people ‘understand and negotiate rights and responsibilities, belonging and participation’ (Lister, : 55). In exploring these issues, I apply Moosa‐Mitha's difference‐centred approach (Moosa‐Mitha, ), and Delanty's distinction between disciplining and inclusive citizenship learning processes (Delanty, ).…”