Understanding young people's citizenship learning in everyday life: The role of contexts, relationships and dispositions

In this article we present insights from research which has sought to deepen understanding of the ways in which young people (13-21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that young people bring to such contexts and relationships. In the first part of the paper we show how and why we have broadened the narrow parameters of the existing citizenship discourse with its focus on political socialisation to encompass a more wide-ranging conception of citizenship learning which is not just focused on school or the curriculum. In the second part of the paper we describe our research and present two exemplar case studies of young people who formed part of the project. In the third part we present our insights about the nature and character of citizenship learning that we have been able to draw from our research. In the concluding section we highlight those dimensions of citizenship learning that would have remained invisible had we focused exclusively on schools and the curriculum. In this way we demonstrate the potential of the approach to understanding citizenship learning that we have adopted

Ett manifest för pedagogik.

A manifesto for education. This manifesto aims at speaking for education in a way that is neither populist nor idealist. It aims at speaking out of a concern for what makes education educational, and is interested in the question of how much education still is possible in our educational institutions. After the text of the manifesto itself we include two commentaries in which we try to highlight some of the reasons that have led to the writing of the manifesto, and in which we also try to situate the manifesto in a number of discussions and debates

A manifesto for education.

In November 2010 the authors finished the writing of a manifesto for education. The manifesto was an attempt to respond to a number of issues concerning education, both in the field of educational research and in the wider socio-political environment. This is the text of that manifesto followed by two commentaries in which the authors try to highlight some of the reasons that have led to the writing of the manifesto, and in which an attempt is made to situate the manifesto in a number of discussions and debates. </jats:p

Transactive Teaching in a Time of Climate Crisis

This article discusses three problems that need to be tackled when the climate crisis becomes 'a sustainability issue' to be taught in schools. The article highlights, first, how knowledge concerning sustainability in schools risks being reduced and made into knowledge about 'things'. Secondly, it also discusses how students in such a context risk being treated as instruments for ways of being in the world, rather than being subjects with ethical and political concerns for the world in which they live 'here and now'. Thirdly, as we explore through some empirical examples, such reduction and instrumentalism objectifies both students and nature, which makes an adequate response to the crises obsolete. As an alternative, the article develops a notion of grievability and its importance for adequately responding to all living beings within a project of sustainability. To this end, it develops suggestions for a transactive teaching approach in a time of climate crisis