Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21566
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Children as members of a community: Citizenship, participation and educational development - an introduction to the special issue
Authors: Lucio, Joana
I'Anson, John
Contact Email: john.ianson@stir.ac.uk
Keywords: Child studies
participation
citizenship
community dynamics
educational development
Issue Date: Mar-2015
Publisher: SAGE
Citation: Lucio J & I'Anson J (2015) Children as members of a community: Citizenship, participation and educational development - an introduction to the special issue, European Educational Research Journal, 14 (2), pp. 129-137.
Abstract: For the purpose of this publication, the authors shall discuss the subject of young people as citizens and, particularly, as members of a community. Their focus shall be on how young people perceive themselves as members of one (or several) community(ies), and on how communitarian interactions (at an interpersonal and/or an organizational level) are viewed, by them, as fundamental for their own development and for that of the community(ies) to which they belong. The contributions featured in this special issue invoke a broad understanding of participation and citizenship in terms of children's everyday experiences, informed by their roles as members of one (or several) family(ies), as students, as inhabitants of a certain space, etc. These different roles emerge both as products and as constructs of the different ‘stages' upon which the child acts: they are contexts of individual but also collective - and eventually communitarian - action and appropriation. The concept of community as dialectics is especially relevant here, since what is sought is not consensus, but rather participation, which, in its plurality of forms, warrants the emergence of initiatives that really correspond to the individuals' demands. The ‘common', rather than smothering diversity, emerges with the purpose of configuring fuller and more complex ways of experiencing citizenship and citizens' rights.
Type: Journal Article
URI: http://hdl.handle.net/1893/21566
DOI Link: http://dx.doi.org/10.1177/1474904115571794
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: University of Minho
Education

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