The Development of Ethical Civic Actors in Divided Societies: A Longitudinal Case

Freedman, Sarah Warshauer; Barr, Dennis; Murphy, Karen L.; Beširevič, Zina

doi:10.1159/000448229

Cited by 4 publications

(8 citation statements)

References 22 publications

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“…Similar to the Freedman et al (2016) study, we suggest that teachers help students identify critical issues or incidents that they will return to over the course of the school year. One of these issues could be sociopolitical in nature, and one could be interpersonal since both types of issues can involve contradictions and require domain reasoning.…”

Section: Capturing Change In Students’ CCmentioning

confidence: 67%

“…In addition to outlining the alignment between two types of reasoning transformations, we have suggested strategies for educators to assess and evaluate change over time with their students. These strategies draw on methods from domain-based moral education and narrative methodologies (Freedman et al, 2016). These are not meant to be academic assessments that indicate success or failure, but instead qualitative and collaborative measures to reflect on how students' thinking has changed over time.…”

Section: Discussionmentioning

confidence: 99%

“…We draw inspiration from Freedman et al (2016) who studied high school students and their development toward becoming 'ethical civic actors'. In this study, Freedman et al presented students with a 'critical incident' from their society at the end of their 10th-grade year and the end of their 12th-grade year.…”

Section: Capturing Change In Students' CCmentioning

confidence: 99%

“…These interviews shed a clear light on students’ reasoning about issues of division, in the USA particularly about their reasoning related to divisions of race. (Freedman et al, 2016: 122)…”

Section: Capturing Change In Students’ CCmentioning

confidence: 99%

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Using social domain theory to seek critical consciousness with young children

Ilten-Gee

Manchanda

2021

Theory and Research in Education

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The question of ‘developmental appropriateness’ in education can be both empowering and inhibiting. When are students ‘ready’ to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which educators can approach critical consciousness education with young children. An overview of Freire’s critical consciousness construct is presented, including educational interventions, methods, and approaches that support critical consciousness. An overview of social domain theory is also presented. Social domain theory is a developmental theory of sociomoral reasoning that describes three domains of social knowledge that develop independently, and get applied/coordinated/prioritized differently in context by individuals. This theory, and the research stemming from it, has shown that there are developmental transition points during which children come to view their previous logic as inadequate, and are likely to shift their understandings of moral, conventional, and personal issues. A parallel is drawn between these transition points and the process of wrestling with and overturning ‘contradictions’ in critical consciousness education. Contradictions are theorized as dehumanizing power dynamics that show up in students’ everyday circumstances. This article provides tables outlining example contradictions for young children, key domain–related reasoning shifts for young children, and examples for how to create lesson plans that take these two factors into account. Finally, we propose a method of facilitating self-assessment of critical consciousness with young children. Self-reflection questions are provided for teachers and students.

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Section: Capturing Change In Students’ CCmentioning

confidence: 67%

Section: Discussionmentioning

confidence: 99%

Section: Capturing Change In Students' CCmentioning

confidence: 99%

Section: Capturing Change In Students’ CCmentioning

confidence: 99%

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Using social domain theory to seek critical consciousness with young children

Ilten-Gee

Manchanda

2021

Theory and Research in Education

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“…For example, teens and young adults who adhere to culturally traditional moral norms express counterconforming values when they confront injustices (Turiel, 2002). Value shifts may also occur as young people struggle with affiliations and rights claims for the multiple cultural groups they encounter across home, ethnic community, and school (Freedman, Barr, Murphy, & Beširevic ˇ, 2016). Value patterns may eventually coalesce, at least in terms of crafted selfdefinitions or self-presentations, such as those aiding adolescents in their pathways to adulthood (De Mattos & Branco, 2014).…”

Section: Active Values Animating Interaction Across An Education Poli...mentioning

confidence: 99%

Dynamic values negotiating geo-political narratives across a migration system.

Daiute¹,

Cerović²,

Mićić³

et al. 2020

Qualitative Psychology

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In this contemporary world, hyperconnected by migrations and digital media, discourse studies can add important insights about diverse interacting voices. Given increasing contact among individuals, groups, and institutions, understanding discursive interactions across geo-political migration systems requires methodological innovation. This article presents a theory-based research design and analysis of how diverse participants in the process of migration use discourse genres to make sense of displacement and interventions. We illustrate this dynamic narrative inquiry with an activity-meaning system design sampling discourses by diverse participants along the Balkan migration route and an analysis of values salient to them. Animating this method is a study in an education intervention in Serbia, where hundreds of young refugees, arriving from violent displacements in Afghanistan, Iraq, and Syria attended public schools alongside local peers. This methodology integrates principles of critical discourse analysis to study how displaced youth, their peers, educators, national/international policymakers, and public media used relevant genres to make sense of social inclusion. Analyses of participants' narratives, letters, policies, education guidelines, and news reports yielded 17 values and their dynamic interactions. A discourse-based values analyses revealed echoes across student and institutional expressions (the importance of subjectivity and cultural practices) and diverse group values: migrant students' uses of narratives to emphasize geo-political injustices, Serbian students' emphasis on local cultural practices, and institutional emphases on social inclusion. The study demonstrates the ecological validity of an inquiry sensitive to webs of meaning among diverse actors, adding complexity to social inclusion.

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