Opening Discourses of Citizenship Education: A Theorization with Foucault

Autor/inn/en	Nicoll, Katherine; Fejes, Andreas; Olson, Maria; Dahlstedt, Magnus; Biesta, Gert
Titel	Opening Discourses of Citizenship Education: A Theorization with Foucault
Quelle	In: Journal of Education Policy, 28 (2013) 6, S.828-846 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2013.823519
Schlagwörter	Citizenship Education; Discourse Analysis; Citizen Participation; Power Structure; Educational Policy; Educational Philosophy; Foreign Countries; Educational Theories; United Kingdom + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Diskursanalyse; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Politics of education; Bildungspolitik; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Educational theory; Theory of education; Bildungstheorie; Großbritannien
Abstract	We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the "contemporary limits of the necessary", drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10