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From teaching citizenship to learning democracy: overcoming individualism in research, policy and practice
Open accessAbstract
In this article we argue for a shift in educational research, policy and practice away from teaching citizenship to an understanding of the ways young people learn democracy. In the first part of the article we identify the ways in which the discussion about citizenship in Britain has developed since the Second World War and show how a comprehensive understanding of citizenship, which has underpinned much recent thinking about citizenship education, has been replaced by a more overtly individualistic approach. In the second part of the article we delineate the key problems of this individualistic approach and make a case for an approach to citizenship education that takes as its point of departure the actual learning that occurs in the real lives of young people. In the concluding section, we outline the implications of our view for research, policy and practice.
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Citations
Cited by
Biesta, G. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9064-9 · Cited by 1,623
Self-citationStudent voice and the perils of popularity
Rudduck, J., & Fielding, M. (2006) · Educational Review · doi:10.1080/00131910600584207 · Cited by 304
Democratic Education: A Theoretical Review (2006–2017)
Sant, E. (2019) · Review of Educational Research · doi:10.3102/0034654319862493 · Cited by 274
A futuring approach to teaching wicked problems
Hoffman, J., Pelzer, P., Albert, L., Béneker, T., Hajer, M., & Mangnus, A. (2021) · Journal of Geography in Higher Education · doi:10.1080/03098265.2020.1869923 · Cited by 67
Lehtonen, P., & Radzik-Maruszak, K. (2024) · Critical Policy Studies · doi:10.1080/19460171.2023.2192412 · Cited by 16
“Following Biesta and Lawy (2006, 74), we consider the inclusion of children and young people as a situational and relational process, which emphasizes the influence of the context where they live and participate.”
Background
Metadata
- Authors
- Biesta, G., & Lawy, R.
- Venue
- Cambridge Journal of Education
- Publisher
- Informa UK Limited
- Published
- 2006-03
- Volume
- 36
- Issue
- 1
- Pages
- 63-79
- ISSN
- 0305-764X (ISSN-L)
- 1469-3577
- OpenAlex
- W2077500901
- Cited by
- 322
- References
- 0
- FWCI
- 45.12
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
