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Theorizing young people's perceptions of their citizenship identity
Canterbury Christ Church University, UK.
Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Plats, Identitet, Lärande (PIL).
2018 (engelsk)Inngår i: Handbook of research on education for paricipative citizenship and global prosperity / [ed] J. A. Pineda-Alfonso, N. De Alba-Fernández, & E. Navarro-Medina, Hershey: IGI Global, 2018, s. 537-550Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The paradigm of social justice gives voice to those without the resources to deal with responsibilities imposed by a neoliberal agenda. The authors focus on pupils in Sweden and England, countries which have moved from a sense of communality to the growth of neoliberal societal individualism. To clarify real citizenship (rather than formal), they apply the concepts of intersectionality and of human capabilities in place of rights, which means that people adhere to numerous simultaneous collectivities and having the capability to do something requires more than an entitlement to it. While everyone might have the right to an education and to a dignified life, many live in powerlessness and in political, social, and economic exclusion. Sufficient human capabilities are required in order to receive the education necessary for citizenship in its real meaning, and the intersectional approach enables interrogation of factors that coalesce, rather than viewing in them in isolation.

sted, utgiver, år, opplag, sider
Hershey: IGI Global, 2018. s. 537-550
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URN: urn:nbn:se:hj:diva-42171DOI: 10.4018/978-1-5225-7110-0.ch024ISBN: 9781522571100 (tryckt)ISBN: 9781522571117 (digital)OAI: oai:DiVA.org:hj-42171DiVA, id: diva2:1267053
Tilgjengelig fra: 2018-11-30 Laget: 2018-11-30 Sist oppdatert: 2019-01-11bibliografisk kontrollert

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Totalt: 163 treff
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