Children's perceptions of national identity in Wales

Murphy, Alison; Laugharne, Janet

doi:10.1080/03004279.2011.567196

Cited by 13 publications

(9 citation statements)

References 8 publications

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“…In the dimensions of "Historical Identity and Living Space" located in the sub-dimensions of the "Physical Commitment" theme, the concept of homeland is associated with historical places, places of residence, historical monuments and places of worship. These findings show similarities with the importance attributed to the place of birth, family, and the place of culture, which is regarded as his hometown and place of residence, in studies on the love of homeland and identity formation by Şarşembiyeva (2015) and Murphy & Laugharne (2013). Similarly, it can be said that Gömleksiz and Öner (2016) are similar to the explanations made on the sources of home and family metaphors that they obtained in their metaphor study on secondary school students about their homeland.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 62%

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My Homeland: Kyrgyzstan Bishkek Secondary School Students' Opinions About Homeland

Dündar¹,

Erman²

2021

IJPES

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Homeland is generally the land where one person was born and grew upand also it is a broad concept that includes language, history, culture and family ties as well as being the land that a nation freely lives on. Homeland is not only a physical space, but a strong association of cultures, arts assets, and language, religion and common past together. In this study, it was tried to determine the views of the middle school students living in the Kyrgyz Republic, whose mother or father is a Turkish citizen. This study was conducted with156 students studying in, the Republic of Turkey Ministry of National Education Kyrgyzstan Bishkek Middle School and in Imam Hatip Secondary School. This school, which is connected to the Republic of Turkey Ministry of National Education and mostly chıldren contınued who are the citizens of the Republic of Turkey. In this descriptive survey model, the data were obtained from the open-ended questionnaire asked to the students. In the analysis of the data, content analysis was used. 109 students participated in the survey stated that they see Turkey as the homeland. Students were determined Kyrgyzstan and Russia as a country after Turkey. 4 themes and 9 sub-themes were formed in the direction of the students' thinking about the concept of “homeland”. In the research, each theme related to students 'responses was examined separately, and some students' thoughts were also included and interpreted.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 62%

“…According to the explanation of Dixon and Durrheim (2000), identity depends on "where we live now and where we have been, where we come from" (cited. Murphy and Laugharne, 2013). It can be said that cultural identity is formed with concepts such as environment, time and belonging.…”

Section: Identity Belonging and The Concept Of Homelandmentioning

confidence: 99%

My Homeland: Kyrgyzstan Bishkek Secondary School Students' Opinions About Homeland

Dündar¹,

Erman²

2021

IJPES

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“…Over a decade has passed since the last publication of Developing the Curriculum Cymreig, and schools in Wales have had time to re ne, redene, or even disregard its guidance. A number of studies have investigated relationships between educational initiatives and various social movements and interests in Wales (Jones 2006;Phillips 1996), characterisations of CE in the UK (Arthur et al 2008), and representations of national identity and diversity among pupils in Wales and in the UK in general (Keating and Benton 2013;Murphy and Laugharne 2011;Scour eld and Davies 2005;Uberoi and Modood 2013;Williams 2003), but there is little in regard to what pupils believe the impact of schooling might have in their orientation to, and association with, cultural and national identity. In the following chapter, I present ndings from over seven years of research into the Curriculum Cymreig.…”

Section: Ce In Wales and The Curriculum Cymreigmentioning

confidence: 99%

Curriculum, Culture and Citizenship Education in Wales

Smith¹

2016

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This series will engage with the theoretical and practical debates regarding citizenship, human rights education, social inclusion, and individual and group identities as they relate to the role of higher and adult education on an international scale. Books in the series will consider hopeful possibilities for the capacity of higher and adult education to enable citizenship, human rights, democracy and the common good, including emerging research and interesting and effective practices. It will also participate in and stimulate deliberation and debate about the constraints, barriers and sources and forms of resistance to realizing the promise of egalitarian Civil Societies. The series will facilitate continued conversation on policy and politics, curriculum and pedagogy, review and reform, and provide a comparative overview of the different conceptions and approaches to citizenship education and democracy around the world. If you have a proposal for the series you would like to discuss please contact: Jason Laker,

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“…A number of studies have investigated relationships between educational initiatives and various social movements and interests in Wales, (Jones, 2006;Phillips, 1996), characterisations of CE in the UK (Arthur et al, 2008) and representations of national identity and diversity amongst pupils in Wales and in the UK in general (Murphy and Laugharne, 2011;Scourfield and Davies, 2005;Uberoi and Modood, 2013;Williams, 2003 ;Keating and Benton, 2013) but there is little in regard to what pupils believe the impact of schooling might have in their orientation to, and association with, cultural and national identity. Therefore, in an attempt to investigate a small area of such a large task, the purpose of this study is to determine if pupils believe schooling affects their orientations to Wales and Welshness.…”

Section: Citizenship Education In Wales and The Curriculum Cymreigmentioning

confidence: 99%

Learning Welshness: Does the Curriculum Cymreig positively affect pupils’ orientations to Wales and Welshness?

Smith

2015

Education, Citizenship and Social

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This article explores the possible affect schooling has on pupils' orientations to cultural and national identity in Wales. The Curriculum Cymreig is a distinctive feature of the national curriculum of Wales that has important ramifications regarding the enactment of citizenship education in Welsh schools. Under this initiative, schools in Wales are required to incorporate Welsh themes, when appropriate, throughout all dimensions of the pupils' schooling experience in order to instil within pupils a sense of community and belonging.Two of the primary goals of the Curriculum Cymreig are (1) to help pupils appreciate the distinctive quality of living and learning in Wales and (2) to help pupils develop their own sense of Welshness. Less than 40% of the pupils surveyed in our research agreed that school helped them appreciate living in Wales or develop their own sense of Welshness. These results call into question the effectiveness of the Curriculum Cymreig in meeting its goals and its role for promoting Welshness as a component of citizenship education in Wales.Recommendations in this paper are made for the reconceptualization of the philosophical rationale undergirding citizenship education in Wales for the development of a more critically-oriented and socially just curriculum.

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Children's perceptions of national identity in Wales

Cited by 13 publications

References 8 publications

My Homeland: Kyrgyzstan Bishkek Secondary School Students' Opinions About Homeland

My Homeland: Kyrgyzstan Bishkek Secondary School Students' Opinions About Homeland

Curriculum, Culture and Citizenship Education in Wales

Learning Welshness: Does the Curriculum Cymreig positively affect pupils’ orientations to Wales and Welshness?

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