Community alliances and participatory action research as a mechanism for re-politicising social action for students in higher education

Lau, Elizabeth T.; Body, Alison

doi:10.1080/09650792.2020.1772093

Cited by 7 publications

(5 citation statements)

References 34 publications

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“…The chapter shows that while formalised channels, including young people's training around agency and voice, do have an impact, young people 'have developed their own approaches to learning and forms of social action' (Bourn, 2021, p. 162). Current research has shown how young people are engaging in civic and social action and the ways they are increasingly moving away from formal avenues and focusing on cause-related youth action (Lau & Body, 2021). This is something that is captured here when Bourn shows an HRER Book and Media Reviews 3 understanding of the causes 'close to home' that young people support.…”

Section: Hrer Book and Media Reviewsmentioning

confidence: 93%

‘social cartology’: education as a mechanism for social change

Lau

2024

HRER

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Section: Hrer Book and Media Reviewsmentioning

confidence: 93%

‘social cartology’: education as a mechanism for social change

Lau

2024

HRER

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“…Applying these skills within the educational context, research suggests children are keen to engage in philanthropic and civic behaviours (Body et al, 2020; Lau & Body, 2021; Power & Smith, 2016). Such findings are echoed by others.…”

Section: Cultivating Children's Civic Behavioursmentioning

confidence: 99%

Raising philanthropic children: Moving beyond virtuous philanthropy, towards transformative giving and empowered citizenship

Body

2024

Journal of Philanthropy and Marketing

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This article seeks to explore how children and young people are socialised to give within a western democracy. Drawing on England as a case study example it tracks the political and pedagogical favouring of a virtues approach to teaching children about philanthropic giving, orientated around benevolence and individual character virtues. Whilst accepting virtues have an important role to play within the socialisation of children as philanthropic actors, this article argues that such approaches maintain the status quo and do little to help engage children, both now and in the future, in challenging systems of inequality and inequity. Instead, this article calls for a more justice orientated approach to cultivating children's philanthropic behaviours, orientated around ideas of justice, activism, and system change.

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“…Although limited, there is evidence suggesting that during the primary school years (4–11 years old), children demonstrate an interest in engaging in philanthropic and civic behaviours (Body et al., 2020; Lau & Body, 2021; Power & Smith, 2016). Worle and Paulus (2018) conducted experiments to explore children's normative expectations regarding the fair distribution of resources.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Only 47% of young voters aged 18–24 cast a vote in 2019, a 7% decline from 2017. However, caution is advised when interpreting Community Life Survey data, as it provides a simplified view of youth civic engagement (Barrett & Pachi, 2019; Cha et al., 2018; Lau & Body, 2021). Young people often engage through non‐formal avenues like social action and online campaigns, motivated by cause‐related actions rather than party affiliation (Barrett & Pachi, 2019; Cha et al., 2018).…”

Section: Introductionmentioning

confidence: 99%

Mapping active civic learning in primary schools across England—A call to action

Body,

Lau,

Cunliffe

et al. 2024

British Educational Res J

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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.

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Community alliances and participatory action research as a mechanism for re-politicising social action for students in higher education

Cited by 7 publications

References 34 publications

‘social cartology’: education as a mechanism for social change

‘social cartology’: education as a mechanism for social change

Raising philanthropic children: Moving beyond virtuous philanthropy, towards transformative giving and empowered citizenship

Mapping active civic learning in primary schools across England—A call to action

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