Material Interpolations: Youth Engagement with Inclusive and Exclusionary Citizenship Discourses

Autor/in	Dansholm, Kerenina K.
Titel	Material Interpolations: Youth Engagement with Inclusive and Exclusionary Citizenship Discourses
Quelle	In: Journal of Social Science Education, 21 (2022) 1, S.77-98 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Dansholm, Kerenina K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Inclusion; Citizenship Education; Grade 10; Secondary School Students; Student Attitudes; Clothing; Physical Characteristics; Guidelines; Sensory Experience; Teaching Methods; Stereotypes; Racial Discrimination; Racial Bias; Public Officials; Political Attitudes; Immigration; Foreign Countries; Television; Programming (Broadcast); Voting; Elections; Minority Group Students; Norway + Suchen Sie Ihr Suchwort? Inklusion; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sekundarschüler; Schülerverhalten; Kleidung; Körperliche Erscheinung; Richtlinien; Sinnerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Klischee; Racial bias; Rassismus; Racial discrimination; Political attitude; Politische Einstellung; Ausland; Fernsehen; Fernsehtechnik; Programmgestaltung; Abstimmung; Election; Wahl; Norwegen
Abstract	Purpose: The aim of this research is to investigate youth understandings of citizenship against the dual backgrounds of inclusive citizenship education and exclusionary discourse in the public sphere. Design / methodology / approach: The topic was explored through group interviews with 10th grade students, while the emergent theme of material or sensory tokens as indicators of belonging was analysed through an adapted discursive-material knot framework. Findings: The analysis shows that exclusionary citizenship discourses visible in public debate impact youth's understanding of citizenship, and that youth use material or sensory tokens, such as skin colour, clothing, and audible language to justify or challenge citizenship belonging. Research limitations / implications: The research demonstrates youth engagement with citizenship discourse within the public sphere and their sense-making of citizen stereotypes and prejudices. However, more research is needed in order to further explore the issue within different contexts. Practical implications: As previous research has indicated, a clear vocabulary is needed in order to effectively address racialised prejudice in citizenship education. These findings indicate that addressing the material or sensory tokens inherent in such exclusionary discourse may be a useful starting point. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01