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Educating for 'Public Good': A critical study exploring how philanthropic citizenship is encouraged in primary education

教育“公益”：一项批判性研究，探讨如何在初等教育中鼓励慈善公民

基本信息

批准号：
ES/W001853/1
负责人：
Alison Body
金额：
$ 30.31万
依托单位：
University of Kent
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2021
资助国家：
英国
起止时间：
2021 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FW001853%2F1
关键词：
Educating Public Good critical study

项目摘要

This research proposal seeks to understand, how do primary school children learn to be philanthropic citizens? In doing so it aims to advance theoretical and empirical knowledge concerning the contested concept of philanthropic citizenship education in schools and identify pathways through which we may increase children's propensity to meaningfully engage as both current and future citizens. Philanthropic citizenship is a dimension of citizenship behaviour, associated with intentions and actions that intend to produce public benefit for example helping, mutual aid, volunteering, social action, charitable giving and campaigning.From dressing up for Children in Need, donning a red nose for Comic Relief or participating in local community projects, children regularly contribute towards charity and social issues through giving of their time, talent and treasure. But while children may be involved in these fundraising and voluntary action activities from an early age, our research suggests that they are rarely given the opportunities to meaningfully engage in giving decisions. This includes a lack of discussion about which causes they support, how they support those causes and why. Importantly, our research has found through engagement with these more tokenistic fundraising mechanisms, where children for example are encouraged to give £1 for a reward such as a red nose or cup cake, we often teach giving as a transactional act, negating to support children to critically engage in the cause behind the giving, which is counter-intuitive to cultivating active, philanthropic citizenship which seeks to consider longer term social change (Body et al., 2020).There is a significant gap in research and literature regarding how children learn to give and the educational approaches adopted in cultivating philanthropic citizenship, particularly among primary school aged children. This is problematic, as a multi-disciplinary review of educational, social and psychology theory and research highlights a child's primary school years as crucial in the development and normalisation of positive civic behaviours. Furthermore, citizenship literature highlights how pedagogical approaches to philanthropic citizenship in education has real consequences for the type of giving activities and engagement we encourage, and indeed the type of society we imagine, this requires further investigation. Finally, a review of policy reveals a desire to establish giving and helping behaviours as a 'habit' with the Civil Society Strategy identifying schools as a vital space for cultivating these civic behaviours, however there is very little knowledge or research about what is happening in schools or indeed what good practice looks like. Coupled with this, the COVID-19 pandemic has led to calls from the United Nations Educational, Cultural and Scientific Organisation to 'commit to strengthen education as a common good', and to 'promote student, youth and children's participation and right in the co-construction of desirable change'.Therefore the aim of this research is to produce a timely, comprehensive study about how, what and why primary school children are encouraged (or not) to participate in charity and voluntary action through philanthropic citizenship. In doing so, it explores what are schools trying to teach children about charity and voluntary action, how is such learning implemented and to what ends.The benefits of the research are far-reaching, as well as advancing theoretical knowledge, the empirical evidence will support school curriculum development, teacher training and the development of positive philanthropic citizenship activities within schools, to benefit children. The research will also benefit the multiple stakeholders who informed this proposal, including charities delivering philanthropic citizenship programmes and their funders, by providing detailed data to assist in programme construction and targeting resources.

本研究计划旨在了解，小学生如何学习成为慈善公民？在这样做的过程中，它旨在推进有关学校慈善公民教育这一有争议概念的理论和经验知识，并确定途径，通过这些途径，我们可以增加儿童有意义地参与当前和未来公民的倾向。慈善公民是公民行为的一个维度，与旨在产生公共利益的意图和行动有关，例如帮助，互助，志愿服务，社会行动，慈善捐赠和竞选。从为有需要的儿童盛装打扮，到为Comic Relief戴上红鼻子，再到参加当地社区项目，孩子们通过献出自己的时间、才能和财富，定期为慈善事业和社会问题做出贡献。但是，虽然孩子们可能从小就参与这些筹款和志愿行动活动，但我们的研究表明，他们很少有机会真正参与决策。这包括缺乏关于他们支持哪些事业，他们如何支持这些事业以及为什么支持这些事业的讨论。重要的是，我们的研究发现，通过参与这些更具象征性的筹款机制，例如，鼓励儿童为红鼻子或杯子蛋糕等奖励提供1英镑，我们经常将捐赠作为一种交易行为，否定支持儿童批判性地参与捐赠背后的事业，这与培养积极的慈善公民的直觉相反，这种公民寻求考虑长期的社会变革（Body et al., 2020）。在研究和文献中，关于儿童如何学习给予以及在培养慈善公民方面所采用的教育方法，特别是在小学学龄儿童中，存在重大差距。这是有问题的，因为一项对教育、社会和心理学理论和研究的多学科综述强调，儿童的小学阶段对积极公民行为的发展和正常化至关重要。此外，公民文学强调了教育中慈善公民的教学方法如何对我们鼓励的捐赠活动和参与类型以及我们想象的社会类型产生真正的影响，这需要进一步的研究。最后，对政策的回顾揭示了将给予和帮助行为作为一种“习惯”的愿望，公民社会战略将学校确定为培养这些公民行为的重要空间，然而，关于学校正在发生的事情或真正的良好实践是什么样子的知识或研究很少。与此同时，2019冠状病毒病大流行促使联合国教育、文化及科学组织呼吁“致力于加强教育作为一项共同利益”，并“促进学生、青年和儿童在共同建设理想变革中的参与和权利”。因此，本研究的目的是及时，全面地研究如何，什么和为什么鼓励小学生（或不）通过慈善公民参与慈善和志愿行动。在此过程中，它探讨了学校在慈善和志愿行动方面试图教给孩子们什么，这些学习是如何实施的，以及达到什么目的。本研究的好处是深远的，除了推进理论知识外，经验证据将支持学校课程开发，教师培训和学校内积极慈善公民活动的发展，使儿童受益。该研究还将通过提供详细的数据来协助项目建设和目标资源，从而使告知该提案的多个利益相关者受益，包括提供慈善公民计划的慈善机构及其资助者。