A Grounded Approach to Citizenship Education: Local Interplays between Government Institutions, Adult Schools, and Community Events in Sacramento, California

Autor/in	Loring, Ariel
Titel	A Grounded Approach to Citizenship Education: Local Interplays between Government Institutions, Adult Schools, and Community Events in Sacramento, California
Quelle	In: Journal of Social Science Education, 14 (2015) 3, S.54-65 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Citizenship Education; Educational Policy; Adult Education; Community Education; Community Centers; Demography; Interviews; Ethnography; Observation; Content Analysis; Educational Practices; Educational Resources; Government School Relationship; Discourse Analysis; Resource Allocation; California + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Politics of education; Bildungspolitik; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Demografie; Interviewing; Interviewtechnik; Ethnografie; Beobachtung; Inhaltsanalyse; Bildungspraxis; Bildungsmittel; Diskursanalyse; Ressourcenallokation; Kalifornien
Abstract	Following a grounded, bottom-up approach to language policy (Blommaert 2009; Canagarajah 2005; McCarty, 2011; Ramanathan, 2005), this paper investigates available resources and discourses of citizenship in Sacramento, California to those situated within the citizenship infrastructure. It analyzes how the discursive framing of local and national educational policies affects prospective citizens and the ways that resources and discourses differ across educational sites. These sites include a government field office, citizenship classes at adult schools and community centers, and a law school-sponsored citizenship fair. This article argues that adult schools and community events introduce their own "de facto" and "de jure policies," in conjunction with top-down governmental policies that tend to reduce the complexity of naturalization at the expense of full participation. Both top-down and bottom-up educational policies consequently affect prospective citizens' understanding and enactment of citizenship. (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://jsse.ub.uni-bielefeld.de/index.php/jsse
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01