Schooling Society - what role does schooling play in citizenship and cohesion in Europe in the 21st century?

该项目研究了学校在21世纪世纪不断变化的作用。许多社会政策和学术理论的一个关键假设是，学校在培养未来公民在公民和政治社区中的作用方面发挥着关键作用。学校应该是所有儿童和青年人的共同经历，并传授他们在公民、社会、经济和政治社区中积极和富有成效地生活所需的知识、价值观、技能、态度和行为。正是这一推理导致世界各国建立国家教育体系，制定国家课程和教科书，并监督学校的标准。然而，最近的事态发展表明，我们可能需要重新思考我们对学校和社会的一些假设。首先，国家不再像以前那样在教育领域占据主导地位。全球化、欧洲化、权力下放和私有化的综合力量创造了新的政策参与者，他们可以影响教育决策，进而减少国家对学校实践的影响。第二，传统的公民和社会凝聚力概念也必须演变。社会似乎变得更加分散，文化更加多样化，而公民则变得脱离社会，不太可能参与“传统”的公民和政治活动，而这些活动本应是健康和有凝聚力的社会的标志。这些发展使公民教育和凝聚力对决策者来说更加突出，但对学校和教师来说也更具挑战性。事实上，随着各国努力适应全球化带来的社会和政治挑战，许多国家重新对在学校促进公民意识和凝聚力产生了兴趣，希望这将有助于在社会政治动荡中保持民主稳定。然而，鉴于学校日益分散和私有化，这些措施的效力受到质疑。与此同时，学校本身也不得不调整其教学策略，以应对对公民身份、凝聚力以及学生和家长在学校决策中的作用的不断变化的期望。鉴于这些发展，本项目旨在重新审视学校教育，公民身份和凝聚力之间的关系，并评估在何种程度上学校的政策和做法对欧洲的公民，社会和政治社会化的影响。作为该项目的一部分，将解决的问题包括：-具有更集中的公立学校系统的国家是否比具有更多独立学校的国家具有更高的凝聚力和公民参与水平？- 在教育中更加强调国家认同是否有助于建立更强的归属感和公民责任感？- 公民教育是否增加了对民主的支持或更大的参与意愿？- 具有强烈的跨文化精神的学校是否对学生对待容忍和平等的态度产生影响？本项目将从跨学科的角度研究这些问题和其他问题，借鉴政治学和教育社会学的理论和研究结果。为了回答这些问题，该项目将对2009年国际公民和公民身份研究的数据进行多层次建模。从这个分析的结果将被用来促进当前的辩论公民，凝聚力和教育的作用，并完善现有的理论和政策，这些复杂的现象如何相互作用。调查结果将提供一个新的视角，对青年公民参与和学校在社区中不断变化的作用的政策辩论，并对学校政策和做法的从业者辩论。

The project examines the changing role of schools in the 21st century. A key assumption of many social policies and academic theories is that schools play a key role in preparing future citizens for their roles in civic and political communities. Schools are supposed to be a common experience for all children and young people, and to pass on the knowledge, values, skills, attitudes, and behaviours that they will need for an active and productive life in their civic, social, economic and political communities. It is this reasoning that led countries across the world to establish national education systems, to create national curricula and textbooks, and to monitor standards in schools. Yet recent developments have suggested that we may need to re-think some of the assumptions we make about schools and societies. For one, the state is no longer as dominant in education as it once was. The combined forces of globalisation, Europeanisation, decentralisation, and privatisation have created new policy actors who can influence decisions about education and, by extension, lessen the influence that states have over practices in schools. Second, traditional conceptions of citizenship and social cohesion have also had to evolve. Societies appear to have become more fragmented and more culturally-diverse, while citizens have become disengaged and are less likely to participate in the 'conventional' civic and political activities that are supposed to be markers of a healthy and cohesive society. These developments have made education for citizenship and cohesion more salient for policymakers but also more challenging for schools and teachers. Indeed, as states have tried to adapt to the social and political challenges that globalisation presents, many countries have renewed their interest in promoting citizenship and cohesion at school in the hope that it will help maintain democratic stability amidst the socio-political upheavals taking place. However, the efficacy of these measures is thrown into question in light of the increased decentralisation and privatisation of schools. Meanwhile schools themselves have had to adjust their teaching strategies to respond to changing expectations about citizenship, cohesion, and the role of pupils and parents in school decision-making. In light of these developments, this project therefore seeks to re-examine the relationship between schooling, citizenship and cohesion and to assess the extent to which school policies and practices have an impact on civic, social, and political socialisation in Europe. Questions that will be addressed as part of this project include: - Do countries with more centralised state school systems have higher levels of cohesion and civic engagement than countries who have more independent schools? - Does placing more emphasis on national identity in education help to create a stronger sense of belonging and civic commitment? - Does citizenship education increase support for democracy or a greater willingness to participate? - Do schools with a strong intercultural ethos have an impact on pupil attitudes towards tolerance and equality? This project will examine these and other questions from an inter-disciplinary perspective, drawing on theories and findings from political science and the sociology of education. To answer these questions, the project will conduct multi-level modelling of data from the 2009 International Civics and Citizenship Study. The results from this analysis will be used to contribute towards current debates about citizenship, cohesion, and the role of education, and to refine existing theories and policies about how these complex phenomena interact. The findings will provide a fresh perspective to policy debates about youth civic engagement and the changing role of schools in communities, and to practitioner debates about school policies and practices.