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Teaching and Learning Citizenship Education in a Changing Europe

100%

Ross A.

The New Educational Review

2006

tom 10

33-42

This paper examines various analyses of the relationship between citizenship and rights, drawing on the work of T H Marshal, Karl Vasak and John Urry, and relates these to citizenship education. It is argued that citizenship can be defined around conceptions of human rights, and that these have developed in civil, political and social phases. Rights are consequent on membership of a community, but we have seen, particularly in the development of the European Union, a decoupling of rights from territory. As we have multiple identities, we also may have multiple citizenships. The paper moves to analyse how communities are constructed, and identifies iconic, symbolic and enactive aspects in the formation of a community. Relating these to citizenship education, it is argued that Jerome Bruner’s model of learning is particularly appropriate. While citizenship education has traditionally focused on the iconic and symbolic, it is necessary for young people to engage inactively with citizenship in order to learn civic participation, and such active learning is best focussed on the extension of human rights into new domains.

Teachers’ Constructions of Citizenship and Enterprise: Using Associative Group Analysis with Teachers in Hungary, Slovenia and England

32%

Ross A. , Read B. , Pergar Kuscer M. , Fülöp M. , Pucko C. , Berkics M. , Sándor M. , Hutchings M.

The New Educational Review

2005

tom 7

111-139

This paper presents findings from a joint project supported by the British Academy and the Academies of Science of Hungary and Slovenia. The research aimed to identify similarities and differences between the ways in which teachers (of primary and secondary age children) in the three countries constructed and understood the terms ‘citizenship’, enterprise’, ‘cooperation’ and ‘competition’. Concepts associated by teachers with each of the four words have been analysed using the Associative Group Analysis technique (AGA), and this paper is based on our analysis of the responses given to the first two of these terms. AGA has normally been used to contrast two populations: this paper demonstrates a novel way to show a three-way relationship. There are significant differences between the different countries, and to a lesser extent between primary and secondary teachers within each country. ‘Citizenship’ in particular is clearly perceived very differently by the English teachers, who stress words that can be categorised as indicating pro-social behaviour, a sense of rights and duties, being part of a community and being linked to education. These categories were relatively infrequently mentioned by Hungarian or Slovene teachers, who tended instead to stress aspects referring to the specific nation, and legal or institutional terms (which were much less frequently mentioned by the English teachers). These results are analysed in terms of different histories, cultural patterns and trajectories, and there is a brief discussion on the implications for the practice and training of teachers.