Mapping active civic learning in primary schools across England-A call to action
Mapping active civic learning in primary schools across England-A call to action
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DOI：
10.1002/berj.3975
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发表时间：
2024-01-25
影响因子：
2.3
通讯作者：
Cameron，Lindsey
中科院分区：
文献类型：
--
作者：
Body，Alison;Lau，Emily;Cameron，Lindsey
鼓励儿童成为“好公民”，通过慈善和慈善行动为社会作出积极贡献，作为其公民参与的一部分，已成为政策和实践的核心重点。然而，在小学教育中为儿童提供的积极公民学习机会仍然没有得到充分研究。本文介绍了一项多项调查研究的结果，该研究旨在揭示英国小学中“什么”和“如何”进行积极的公民学习。通过在全国范围内绘制积极的公民学习地图，我们发现这些机会分布不均。具体而言，从幼年开始，来自富裕背景的儿童比来自弱势背景的儿童更有可能为积极的公民参与做好准备，以社会正义为导向。这对教育政策和实践提出了重大挑战，并要求更加重视所有儿童在幼儿期和中期的公民学习。
Encouraging children to become ‘good citizens’ who positively contribute towards society through charitable and philanthropic action as part of their civic participation has become a core focus of policy and practice. Yet the opportunities afforded to children for active civic learning within primary education remain under‐researched. This article presents findings from a multi‐survey study that seeks to unpick ‘what’ and ‘how’ active civic learning is happening in primary schools across England. By mapping active civic learning across the country, we find that these opportunities are unequally dispersed. Specifically, from an early age, children from more affluent backgrounds are more likely to be prepared for active civic engagement, orientated around ideas of social justice, than those from disadvantaged backgrounds. This raises significant challenges for education policy and practice and calls for greater attention to be paid to civic learning for all children in early and middle childhood.