New Zealand Children and Young People's Perspectives on Citizenship

Abstract

The perspectives of 66 children and young people (aged 8/9 and 14/15 years) on their understanding of citizenship issues were obtained through focus group discussions in New Zealand schools. The children reported on their rights and responsibilities in the everyday contexts of home, school and community. An imaginary country exercise was also utilized to compare children's responses with their current lives in New Zealand. Children generally conceived of the new land as safer, happier and healthier, with greater freedoms and respect than they currently enjoyed.

Rules in Everyday School Life: Teacher Strategies Undermine Pupil Participation

“…Beyond a pure behaviourist position, the teachers" rule-work strategies in the study can also be criticised from a constructivist position and progressive pedagogy, which stress reasoning, explanations, and pupil participation in rulemaking procedures (see for example DeVries & Zan, 2003;Schimmel, 1997 ). The latter is also more congruent with (a) the Swedish national curriculum (Utbildningsdepartementet, 1998), (b) the Swedish Education Act (Skollagen, 1985 : 1100, Chapter 1, 2 §), (c) policy documents from National Agency for Education regarding school rules (Skolverket, 2006 ) and citizenship education (Englund, 2000 ;Skolverket, 2000 ), (d) the United Nations Convention on the Rights of the Child (1989, Articles 12-13), and (e) the new sociology of childhood, which claims that children are not passive receivers but active agents in their socialisation process (Prout & James, 1997 ) which is confi rmed in many studies (e.g., Corsaro, 2005 ;Taylor et al , 2008 ;Thornberg, 2008aThornberg, , 2008b.…”

“…"Being consulted and knowing that what you say is taken seriously builds students" self-respect and gives them a sense that others respect them and this, in turn, can also strengthen their commitment to learning" (Rudduck, 2006 : 140). Furthermore, in their study, Taylor et al ( 2008 ) fi nd that New Zealand children and young people are able to contribute meaningfully to discussions about their rights and responsibilities and want to take an active part, have a formative role in school, and participate more fully in decisionmaking processes.…”

Childhood studies: From participation to the incorporation of their voices.

“…From this perspective, the notion of voice refers to the ability of children to express themselves in the first person and thus account for their view of the world and of themselves and the meanings associated with their particular perspective. This concept is in turn linked to the idea of agency , or the ability to be active in the process of influencing their own lives and their environment (Smith & Taylor, 2010). Thus, children’s voice is fundamental in promoting agency.…”

Percepções e experiências de participação cidadã de crianças e adolescentes no Rio de Janeiro

“…As escolas podem representar um papel importante em ampliar o conhecimento sobre esta temática (TORNEY-PURTA et al, 2006). Outras pesquisas realizadas sobre a percepção dos jovens acerca dos seus direitos, indica que a participação cotidiana é importante (MORROW, 1999;MELTON;LIMBER,1993;TAYLOR, 2005). Estes apreciam ser tratados com dignidade, respeito e sentem que devem se pronunciar em questões que afetam as suas vidas.…”