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- Volume 12, Issue 2, 2017
Citizenship Teaching & Learning - Volume 12, Issue 2, 2017
Volume 12, Issue 2, 2017
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Measuring young people’s citizenship activity
Authors: Beata Krzywosz-Rynkiewicz and Anna M. ZalewskaAbstractIn this article we present a different approach to citizenship research and understanding, with a focus on the citizenship model described by Zalewska and Krzywosz-Rynkiewicz in a study included in this thematic issue of CTL. The model developed by Zalewska and Krzywosz-Rynkiewicz consists of eight types of citizenship behaviour defined in three dimensions: (1) passive citizenship (including national identity and patriotism); (2) semi-active citizenship (civic virtues and loyalty); and (3) active citizenship (political, social, personal and change-oriented activity). A 34-question Citizenship Behavior Questionnaire (CBQ) was used to evaluate students’ citizenship behaviours on a scale of 1 (strongly disagree) to 4 (strongly agree). Research was conducted in fourteen European countries with a total sample of 4920 students aged 11–12 (early adolescence, 1526 students), 14–15 (middle adolescence, 1675 students) and 17–18 (late adolescence, 1719 students), consisting of 2502 girls and 2418 boys living in cities (2300) and towns (2620). Details of the research procedure and research team and comparison between countries are also presented.
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Does economic condition matter?: Citizenship activity of young people in countries with different economic status
Authors: Beata Krzywosz-Rynkiewicz, Anna M. Zalewska and Marcin SkładAbstractThe relationship between citizenship activity and economic status is examined and discussed in the article. We refer to the three-dimensional citizenship model by Zalewska and Krzywosz-Rynkiewicz: passive (patriotism and national activity), semi-active (loyalty and civic virtues) and active (political, social personal and action for change). A total of 4920 students aged 11–12, 14–15 and 17–18 years from fourteen European countries were examined using the Citizenship Behavior Questionnaire. The results indicate that economic growth is linked to various forms of citizenship behaviours. The wealth and social development of a country are negatively correlated with passive and active citizenship, which is higher in lessdeveloped states. The rate of economic growth and citizenship activity is bound by a curvilinear relationship. In countries with moderate rates of wealth accumulation, the levels of all forms of citizenship are significantly lower than those in countries with the lowest and highest rates of economic growth. The level of citizenship activity varies according to the level of social inequality: in the most stratified countries, citizenship activity is significantly higher than in countries with moderate and low levels of inequality, which do not differ from one another. Similar correlations are noted for passive and active citizenship. Only semi-active citizenship is lowest in countries with moderate levels of inequality.
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Does citizenship education matter?: Young people’s citizenship activity in countries with different citizenship education experience
Authors: Beata Krzywosz-Rynkiewicz, Anna M. Zalewska and Despina KarakatsaniAbstractIn this article we investigate the relationship between different educational systems and the citizenship activity of young people. We refer to a three-dimensional citizenship model developed by Zalewska and Krzywosz-Rynkiewicz: passive (patriotism and national activity); semi-active (loyalty and civic virtues); and active (political, social personal and action for change). A total of 1719 18-year-old students who almost completed their citizenship education at all levels of schooling, from fourteen European countries, were evaluated using the Citizenship Behavior Questionnaire. The results show that citizenship education is most effective when delivered as a separate subject at two levels of the educational system. However, the above does not apply to two types of citizenship behaviour: (1) personal activity, which flourishes when citizenship education is integrated with other subjects and is delivered at two levels of education; and (2) political activity, which is highest when citizenship education is integrated with other subjects and taught at one level only. The analysed models of citizenship education seem to promote different types of citizenship behaviour. Integration of citizenship education with other subjects enhances the willingness to participate in political life. Teaching citizenship using a mixed intensive model (integrated and as a school subject) is associated with higher levels of personal activity, whereas limiting it a school subject contributes to patriotism.
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Young people’s citizenship activity in times of war threat: Case of Ukraine
Authors: Irina Bondarevskaya, Beata Krzywosz-Rynkiewicz and Ekaterina BondarAbstractThis article explores passive, semi-active and active citizenship among young Ukrainians, empirically revealed using the Citizenship Behavior Questionnaire. The questionnaire was administered to 371 pupils aged 11, 14, and 17–18 years. This empirical study is introduced through a socio-political and educational description of the current situation in Ukraine, as well as some historical background. Citizenship education in Ukraine is taught through all subjects and takes the form of national-patriotic education, which is justified by the prevalent political conditions: namely, annexation of Crimea and war in the east of Ukraine. The peculiarities of higher education in Ukraine are reviewed as well as the results of studies concerning patriotism, citizenship and political participation among Ukrainian youth. For our empirical study we have chosen passive, semi-active and active citizenship as dimensions, and the following sub-dimensions for analysis: national identity, patriotism, loyalty, civic virtues, social activity, political activity, personal activity, and action for change. Boys and girls do not differ significantly in terms of citizenship behaviour in Ukraine. At the same time there are significant differences in some citizenship dimensions and sub-dimensions on the basis of place of residence and age. In general, Ukrainian youth reveal high passive and semi-active citizenship behaivour, but low active citizenship, indicating to us the presence of potential but unwillingness to participate in protest actions for change. Some of the means by which the level of citizenship activity can be enhanced are increasing one’s interest in political media and media literacy and preventing destructive media effects. These means can be implemented through media education with special attention to citizenship.
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Young people’s citizenship activity in times of change: Case of Russia
Authors: Nina Nizovskikh, Tatiana Vtyurina and Olga MitinaAbstractThe Russian Federation is the historical successor to previous forms of statehood, which has more than a 1000 years of history. The collapse of the Soviet Union in 1991 led to fundamental changes in the sociopolitical sphere, in the economy, and in the social structure of the country. Civic education in Russia in times of change also undergoes some changes, but at the same time retains many of the traditions established by predecessors. The article presents the results of a study of civic engagement of young Russians. The study was conducted in 2014 using a questionnaire by Zalewska and Krzywosz-Rynkiewicz to study the civic activity of schoolchildren. The participants of the study (n=433) live in one of the Russian regional centres and in the small settlements of this area. Overall, 234 girls and 199 boys aged 11−18 took part in the study. This empirical study has revealed that age is the most important factor that determines the differences in the civic activity of young people. To some extent the indicators of civic activity depend on the gender and place of residence of the respondents. Semi-active and passive citizenship of young people is most pronounced, whereas active citizenship has lower indicators. The authors argue that development of civic consciousness and cultivation of historical memory for understanding the past and building the future with regard to spiritual values of their own people are essential for the development of civic activity in the youth.
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Are (second generation) young immigrants active citizens?: Case of the Netherlands
Authors: Marcin Skład, Beata Krzywosz-Rynkiewicz and Anna M. ZalewskaAbstractThe Netherlands is a country of diverse, often contradictory and dynamically changing views and policies with regard to civic integration of immigrants. In this context, studying how young Dutch immigrants express their citizenship may provide valuable insight. This research analyses how Dutch youth of immigrant and local origin differ in forms of expression of their citizenship, with a special distinction between immigrants of western and non-western origin. Results of an analysis of a convenience sample of 376 Dutch students aged 10–19 years revealed that immigrant status was related to significant differences between students on several dimensions of citizenship, in particular in its passive forms: national identity and patriotism. National identity was significantly higher among youth who were not from an immigrant origin, while with respect to patriotism both youth without an immigrant origin and those of western immigrant origin scored higher compared with children of immigrants with non-western roots. Children of immigrants from western countries scored higher than youth of non-western descent and native Dutch children on three dimensions of (semi-)active citizenship: intention to vote; action for change; and civic virtues. Study results confirmed the concern that young immigrants of non-western origin in particular struggle with identification with the host country. It did not confirm popular concerns about limited loyalty to the host country or lack of civic engagement among young (second-generation) immigrants. The results of the study should be generalized with caution due to the nature of the utilized sample.
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Reviews
Authors: Keith C. Barton, Merry M. Merryfield and Diego NietoAbstractHuman Rights and Schooling: An Ethical Framework for Teaching for Social Justice, Audrey Osler (2016) New York and London: Teachers College Press, 178 pp., ISBN: 9780807756768, p/bk, £32.48
Empowering Global Citizens: A World Course, Fernando M. Reimers, Vidur Chopra, Connie K. Chung, Julia Higdon and E. B. O’Donnell (2016) North Charleston, SC: CreateSpace Publishing, pp. 422, ISBN: 1533594546, p/bk, $17.30
Decolonizing Global Citizenship Education, Ali A. Abdi, Lynette Shultz and Thashika Pillay (eds) (2015) Rotterdam, Boston and Taipei: Sense Publishers, 242 pp., ISBN: 9789463002752, p/bk, $54.00
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