Student civic participation in school: What makes a difference in Ireland?

Abstract

Article 12 of the United Nations Convention on the Rights of the Child provides for the views of the child to be given due weight in accordance with the child's age and maturity. Legislation in Ireland recognises the rights of children to have a voice in educational matters. Based on a sample of 2838 14-year olds in Ireland and using questionnaire data from the International Civic and Citizenship Education Study, the present study uses a multilevel model to examine the student and school characteristics associated with the civic participation at school. Results indicated that boys have lower levels of civic participation at school than girls, but among boys only, civic participation at school varies in accordance with levels of perceived influence on decision-making. Findings are discussed in the context of the rights of children to participate in decisions that affect them and with reference to Bandura's social cognitive theory.

Principals’ strategies for increasing students’ participation in school leadership in a rural, mountainous region in Pakistan

“…Instead of lamenting limited autonomy and feeling frustrated about it, he tries to create opportunities for involving students in the academic and administrative activities and school-based decision-making processes. Shahji does admit that there is a gap between what he believes in and what he actually practises for having a more just, democratic, participatory, and widely distributed leadership approach at the school but he is optimistic that whatever strategies he is using to encourage students’ active participation in the school are positive steps towards achieving his vision and aspirations (Gilleece & Cosgrove, 2012; Wilson, 2002).…”

Politics: interest, participation and education. Comparing the Republic of Ireland with Germany

“…However, as De Weerd et al (2005, 31) stress, this does 'not mean that citizenship education is not important'. Indeed, its potential as a significant factor in the political socialisation process is also emphasised by others including, for example, Torney-Purta, Schwille and Amadeo (1999) and Gilleece and Cosgrove (2012). Some scholars such as Simon and Merrill (1998) in Wiseman et al (2011, 564) even go as far as to suggest that 'the effect of civic education curricula and education in schools is the dominant mechanism of political socialisation' while the Report of the (Irish) Taskforce on Active Citizenship (2007, 26) stresses the 'profound influence on our attitude and behaviour for life' that education can have.…”

“…Second, researchers such as Gilleece and Cosgrove (2012) and Harrison (2008, 121) extend the reference to 'classroom climate' to that of the whole school and stress the importance of running schools in a more democratic fashion which involves students in a meaningful manner in decision-making processes, albeit at a level appropriate to their age and experience Third, there is a move towards constructivist approaches as best practice in this subject (Hughes, Print, and Sears 2010). The importance of interactive discussionbased activities and attention to the student voice (Neubauer 2012) is stressed, in particular.…”

Türkiye’de Hayat Bilgisi Dersi Öğretim Programlarında Çocukların Katılım Hakkı: Tarihsel Bir Analiz

“…In the related literature, various studies have been conducted on CPR (Arbrioux, 1998;Butler & Williamson, 1996;Gilleece & Cosgrove, 2012;Hart, 2016;John, 1996;Karaman-Kepenekçi & Aslan, 2011;Merey, 2012;Nayır & Karaman-Kepenekçi, 2011;Reddy & Ranta, 2002;Roche, 1999;Synodi, 2014;Thomas, 2007). Gilleece and Cosgrove (2012) examined the civic participation level of female and male students at schools in Italy. Hart (2016) identified eight phases which encompass processes including the one in which adults are leaders and children are voluntary participants and the whole process that students form and adults are supportive of it in his model likened to a ladder.…”