Democratic Civic Engagement of Adolescents in Three Divided Societies: Northern Ireland, South Africa, and the United States

Autor/inn/en	Shin, Jaran; Freedman, Sarah Warshauer; Barr, Dennis; Murphy, Karen
Titel	Democratic Civic Engagement of Adolescents in Three Divided Societies: Northern Ireland, South Africa, and the United States
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 2, S.199-216 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Jaran) ORCID (Freedman, Sarah Warshauer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1886054
Schlagwörter	Foreign Countries; Participative Decision Making; Citizen Participation; Adolescents; Political Attitudes; Racial Factors; Ethnicity; Religious Conflict; Religious Factors; Civics; Curriculum; Minority Groups; White Students; Disadvantaged; Power Structure; Self Concept; Sex; Socioeconomic Status; United Kingdom (Northern Ireland); South Africa; United States + Suchen Sie Ihr Suchwort? Ausland; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Political attitude; Politische Einstellung; Ethnizität; Religiöser Konflikt; Staatsbürgerkunde; Curricula; Lehrplan; Rahmenplan; Ethnische Minderheit; Selbstkonzept; Geschlecht; Geschlechtsverkehr; Socio-economic status; Sozioökonomischer Status; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	This study examines how socio-political divisions--particularly race/ethnicity and religion--were related to democratic civic engagement (DCE) in three divided societies: Northern Ireland (NI), South Africa (SA), and the United States (US). Adolescents exposed to well-evaluated, parallel civics curricula reported significantly greater civic engagement in SA than in the US; those in the US reported significantly greater engagement than those in NI. Within NI, Protestants and Catholics did not report different engagement levels; in SA, black and coloured groups expressed greater civic engagement than whites; in the US, white students expressed greater civic engagement than those from more marginalised groups. Analyses of aspects of DCE led us to conclude that varied social and political realities, histories, legacies of division, and power dynamics helped explain these results. Understanding such societal forces is critical for educators who seek to promote youth to become thoughtful and ethical civic actors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01