A Crisis in Education? An Arendtian Perspective on Citizenship and Belonging in France and England

Autor/in	Welply, Oakleigh
Titel	A Crisis in Education? An Arendtian Perspective on Citizenship and Belonging in France and England
Quelle	In: British Journal of Sociology of Education, 40 (2019) 6, S.759-775 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Welply, Oakleigh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1592661
Schlagwörter	Educational Philosophy; Political Attitudes; Citizenship; Cross Cultural Studies; Ethnography; Social Isolation; Citizenship Education; Educational Experience; Foreign Countries; Student Attitudes; School Role; Social Integration; Elementary School Students; Immigrants; Student Characteristics; France; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Staatsbürgerschaft; Cultural comparison; Kulturvergleich; Ethnografie; Soziale Isolation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungserfahrung; Ausland; Schülerverhalten; Soziale Integration; Immigrant; Immigrantin; Immigranten; Frankreich
Abstract	This article draws together a comparative sociological analysis and a political theory perspective to interpret children's views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and belonging in France and England. The article presents research findings from a cross-national ethnographic study with children aged 10 and 11 years in two primary schools, one in France and one in England. This article shows that children's views generally reflected national value orientations around citizenship and belonging, but that these conceptions of citizenship were not always fully understood by children, and masked, in some cases, deeper mechanisms of exclusion. This raises questions about the place of citizenship in education in France and England, and calls for a deeper understanding of the ways in which conceptions of citizenship are formed through children's experience of school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01