Cultural appropriation of concepts of democracy.

Autor/inn/en	Kontogiannopoulou-Polydorides, G.; u.a.
Titel	Cultural appropriation of concepts of democracy.
Quelle	In: European educational research journal, 2 (2003) 3, S. 410-429Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 20; Tabellen 8
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2003.2.3.7
Schlagwörter	Demokratische Bildung; Staatsbürgerliche Erziehung; Fragebogen; Kulturdifferenz; Einstellung (Psy); Vorstellung (Psy); Kultureinfluss; Schüler; Demokratie; Politische Bildung; Politisches Bewusstsein; Politisches Verhalten; Internationaler Vergleich; Konzeption; Meinungsbildung; Vereinheitlichung; Jugendlicher; Deutschland; Griechenland; Italien; Ungarn
Abstract	This article investigates how 14-year-old students seem to conceptualise democracy in four countries, namely, Italy, Germany, Hungary and Greece. In particular, it will be examined whether adolescents living in different cultural milieus develop different conceptions and different practices regarding democracy. The article indirectly questions the way in which teaching of social and political education in school is related to students' concepts and attitudes. Students' responses in the second phase questionnaires of the International Association for the Evaluation of Educational Achievement (IEA) research are the focus of the analysis in this article. A crucial question is whether similarities or homogenisation of students' conceptions regarding democracy are viewed as the result of equal participation in the processes of constructing meaning through education, for example, or as the result of (oppressive?) homogenisation in school and society. However, it will be argued that there is always varying meaning construction and a definite (re) formulation of practices in any conception, and in any practice, a particular cultural appropriation of concepts and practices. From this perspective, the important issue explored in this article is the ways in which independent-contextual construction of meaning for democracy as well as in relation to the dominant in the West model emerges across the four countries reviewed. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)