Seeking the Context of Civil Society from Middle School Students' Visualizing Community & Narrating Belonging

Autor/inn/en	Cunningham, Chad M.; Kohlmeier, Jada
Titel	Seeking the Context of Civil Society from Middle School Students' Visualizing Community & Narrating Belonging
Quelle	In: Social Studies, 114 (2023) 3, S.99-113 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2022.2098224
Schlagwörter	Middle School Students; Student Projects; Citizenship Education; Sense of Community; Map Skills; Student Attitudes; Social Studies; Grade 7; Civics; Visualization; Neighborhoods; Developmentally Appropriate Practices + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schulprojekt; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kartenverständnis; Schülerverhalten; Gemeinschaftskunde; School year 07; 7. Schuljahr; Schuljahr 07; Staatsbürgerkunde; Visualisation; Visualisierung; Neighbourhoods; Nachbarschaft; Entwicklungsbezogene Bildung
Abstract	This article explores how middle school students envision their communities through an in-depth community mapping project. The research explores the extent of students' sense of their community while prompting them to define what community means and whether it is valued by students. The project also seeks to understand students' sense of belonging and unbelonging to places and spaces within their perceived communities. By exploring students' own perceptions and experiences, the research offers to provide insights for how to make curricular choices for social studies classes which may better foster community involvement and democratic action and participation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01