Civic Participation among Young People in Europe

2018 ◽  
pp. 32-46
Author(s):  
Reingard Spannring ◽  
Claire Wallace ◽  
Christian Haerpfer
Keyword(s):  
Young People ◽  
Civic Participation

scholarly journals Young people, family relationships and civic participation

2018 ◽  
Vol 15 (1) ◽  
pp. 82-98
Author(s):  
Esther Muddiman ◽  
Christopher Taylor ◽  
Sally Power ◽  
Kate Moles
Keyword(s):  
Young People ◽  
Family Relationships ◽  
Civic Participation

scholarly journals The Development of Generalized Trust among Young People in England

2019 ◽  
Vol 8 (11) ◽  
pp. 299 ◽  
Author(s):  
Janmaat
Keyword(s):  
Social Learning ◽  
Young People ◽  
Educational Attainment ◽  
Civic Participation ◽  
Social Trust ◽  
Family Background ◽  
Early Adulthood ◽  
Late Adolescence ◽  
Generalized Trust ◽  
Background Factors

This paper explores how generalized trust develops over the life course among young people in England and whether trust is influenced more by family background factors or by conditions in late adolescence and early adulthood. If the latter are important, there may be reason for concern about falling levels of trust as material conditions, particularly regarding housing, have deteriorated for the present generation of young people. The first set of influences are highlighted by a perspective arguing that trust is primarily shaped by conditions in early childhood, while the latter are suggested by the so-called social learning perspective, which claims that people continuously adjust their social trust through interactions with people in different contexts. Analyzing data of the Citizenship Education Longitudinal Survey, the study finds that trust remains quite volatile until the early twenties. It declines between ages 16 and 23 and groups differing in educational attainment, civic participation and housing situation start to drift apart in their levels of trust between these ages. Educational attainment, civic participation and housing, as conditions pertaining to late adolescence and early adulthood, also turn out to have a significant impact on trust at age 23 controlling for trust at age 16. However, while the first two conditions are influenced by trust at age 16, housing (tenure) is not, indicating it is a more exogenous factor. Family background factors are not influential. Not only do these findings support the social learning perspective, they also suggest that poor living conditions depress trust among a significant minority of young people and exacerbate disparities of trust.

CHARACTERISTICS OF YOUTH CIVIC ENGAGEMENT IN LIEPAJA CITY

2018 ◽  
Vol 2 ◽  
pp. 191-201
Author(s):  
Pāvels Jurs ◽  
Alīda Samuseviča
Keyword(s):  
Young People ◽  
Civic Engagement ◽  
Local Community ◽  
Civic Participation ◽  
Personal Responsibility ◽  
Social Activity ◽  
Self Esteem ◽  
Theoretical Research ◽  
Youth Civic Engagement ◽  
Civic Consciousness

Youth civic engagement is an essential precondition for the preservation of democratic values and the existence of civil society. The implementation of the competence approach in the education process in Latvia provides as one of the key priorities of pedagogical work – encourage students' civic engagement and personal responsibility,  developing students' thinking and self-initiative, the skills to be accountable to the citizens of society with the development national, historical and civic consciousness and understanding of social processes, as well as to promote their social activity and persistent habits in dealing with their peers to share solving multi-level problems related to the future of the local community and sustainable development. The aim of the research is: on the bases of theoretical research of civic problems and the analysis of the results of the carried out survey (quantitative data processing), to identify expressions of civic engagement of young people (from 9 to 12 grade students) in Liepaja (Latvia) focusing on  different categories: (I) self-esteem of civic participation; (II) the willingness of young people to take responsibility; (III) self-realization of youth civic participation (IV) level of awareness among young people; (V) interaction of families and students in the context of the formation of a responsible position. The survey results reflect: relatively high self-esteem of civic engagement of students; low political engagement and political system scores; the untapped potential of young people in the context of civic engagement at school and city level. 

Pedagogy, Precarity, and Persuasion: The Case for Re/mix Literacies

2019 ◽  
Vol 1 (1) ◽  
pp. 93-101
Author(s):  
Michael Hoechsmann
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Literacy Practices ◽  
Civic Participation ◽  
Media Education ◽  
Comprehensive Model ◽  
Cultural Conditions ◽  
The World ◽  
Situated Literacy ◽  
Education Culture

In the contemporary cultural conditions of unstable knowledge/truth, precarious economies and 24/7 media saturation, we need to rethink knowing and learning. While there is much general agreement that the means and modes of communication have changed, and, with it, the ways we approach media, education, culture, society, citizenship, commerce, politics, art, science and everyday life, there is a diversity of terms to describe the change, each with an animating spirit and intellectual tradition behind it. There is a disconnect between school pedagogies, situated literacy practices in everyday life, and the types of abilities and knowledges needed for workplace and civic participation. Further, even as school jurisdictions around the world rush to apply solutions to the technological impasse brought upon by the digitalization of communication, too often the answer is seen as adding training in new competencies to the existing curriculum, as though the crisis is one that can be fixed with a few adjustments. If the aspirational horizon of schooling is the preparation of young people for engaged participation in cultural, civic and economic spectrums, a renewed and comprehensive model of literacy is urgently needed.

A Voice for Children and Young People in the City

2013 ◽  
Vol 29 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Judith Wilks ◽  
Julie Rudner
Keyword(s):  
Young People ◽  
Urban Design ◽  
Environmental Planning ◽  
Civic Participation ◽  
Local Environment ◽  
Policy And Practice ◽  
Children And Young People ◽  
Planning And Design ◽  
South Wales ◽  
Urban And Environmental Planning

AbstractA major challenge for researchers and urban planning practitioners is how to obtain meaningful and influential contributions on urban and environmental planning activities from children and young people within the constraints of adult policy and practice. The key elements of this challenge concern traditional methods of communication between ‘experts’ and children and young people in rationalist planning settings, versus emerging research in relation to children's and young people's views and agency around civic participation. This article will address the work of a number of researchers and practitioners who have grappled with the inherent tenions of making planning practice and urban design more inclusionary, while facilitating and respecting children and young people's civic participation. This article also advocates the advantages and strengths of their participation in planning and urban design processes.With a focus on two exploratory programs developed by the authors in the Australian states of New South Wales and Victoria, this article will demonstrate how the sharing of knowledge and skills between planning and design professionals and children and young people can lead to more meaningful and influential contributions from them. The programs examined were informed by leading practice both in Australia and internationally, and have assisted to develop children and young people's sense of spatial competence, and their confidence and efficacy in their local environment, contributing ultimately to their wellbeing. They have also supported the establishment of youth leadership groups with the confidence and skills to contribute to ongoing local government urban and environmental planning activities.

scholarly journals Civic Participation and Citizen Ideals of High School Students from Transylvania

2020 ◽  
Vol 18 (2) ◽  
pp. 99-126
Author(s):  
Szilvia Varga
Keyword(s):  
High School ◽  
High School Students ◽  
Young People ◽  
Civic Participation ◽  
School Students ◽  
High Importance ◽  
Large Cities ◽  
Good Citizen ◽  
Political Processes ◽  
12Th Grade

Citizenship and civic participation are spatially and temporally changing concepts, therefore, their research remains constantly relevant. The question of how 17–18-year-old pupils see their “place” in society and their role in political processes, is of high importance, as they are the future voters. The main objective of the paper is to find out the kinds of categories that can be distinguished in terms of civic participation among the youth on the threshold of adulthood and what are the specificities of these categories. Furthermore, I try to identify the dimensions along which young people interpret the concept of “citizen” and what are the qualities that they consider important to acknowledge someone as a “good citizen”. In this section, my aim is to highlight the influencing factors and their strengths. The results show that four types of pupils are distinguished in terms of participation: those who “accumulate” activities, the “traditionals”, the protesters, and the passive ones. At the same time, based on the responses, one can see that the characteristics of an ideal citizen are organized into three factors: orientation and activity, social, and responsibility. Their activities and ideas are greatly influenced by the environment and the behavioral patterns they encounter and follow. The study presents the results of a survey based on questionnaire, which is representative of the Hungarian 11th and 12th grade pupils of eight large cities in Transylvania. Keywords: civic participation, ideal citizen, youth

Young People, Civic Participation, and the Internet

2018 ◽  
pp. 3667-3676
Author(s):  
Fadi Hirzalla ◽  
Shakuntala Banaji
Keyword(s):  
Young People ◽  
Empirical Research ◽  
Civic Participation ◽  
Theoretical Background ◽  
Future Research ◽  
The Internet ◽  
Research Focus ◽  
Business As Usual ◽  
Forms Of Knowledge

This article discusses the socio-political and theoretical background of the literature on the question as to whether the internet promotes young people's internet-based civic participation; which main strands of empirical research on that issue have emerged over the years; and in what ways and for what reasons different forms of knowledge that have been produced by extant research seem to be intrinsically incompatible. The suggested directions for future research should alleviate those tensions between the divergent forms of knowledge, and alter the standardized narratives in the literature about youth's online civic participation, which, as a partial artifact of the differences in scholars' research focus and methods, have all too often been constructed either as an elitist exercise that normalizes offline business as usual, or as a panacea for old socio-political inequalities. More nuanced narratives may lie somewhere in the middle, and are yet to be fully developed by this young but lively field of literature.

Young People, Civic Participation, and the Internet

2019 ◽  
pp. 305-316
Author(s):  
Fadi Hirzalla ◽  
Shakuntala Banaji
Keyword(s):  
Young People ◽  
Empirical Research ◽  
Civic Participation ◽  
Theoretical Background ◽  
Future Research ◽  
The Internet ◽  
Research Focus ◽  
Business As Usual ◽  
Forms Of Knowledge

This chapter discusses the socio-political and theoretical background of the literature on the question as to whether the internet promotes young people's internet-based civic participation, which main strands of empirical research on that issue have emerged over the years, and in what ways and for what reasons different forms of knowledge that have been produced by extant research seem to be intrinsically incompatible. The suggested directions for future research should alleviate those tensions between the divergent forms of knowledge and alter the standardized narratives in the literature about youth's online civic participation, which as a partial artifact of the differences in scholars' research focus and methods, have all too often been constructed either as an elitist exercise that normalizes offline business as usual or as a panacea for old socio-political inequalities. More nuanced narratives may lie somewhere in the middle and are yet to be fully developed by this young but lively field of literature.

Civic Knowledge, Engagement, and Attitudes Among Lower-Secondary Students in 24 Countries

2019 ◽  
pp. 1-44 ◽  
Author(s):  
Wolfram Schulz
Keyword(s):  
Young People ◽  
Secondary Students ◽  
Civic Participation ◽  
School Principals ◽  
Questionnaire Data ◽  
Civic Knowledge ◽  
Student Data ◽  
Grade 8

The ICCS 2016 study is a continuation and extension of ICCS 2009. The study explored the enduring and the emerging challenges of educating young people in a world where contexts of democracy and civic participation had changed and continue to change. In total, ICCS 2016 is based on test and questionnaire data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. These student data were augmented by contextual questionnaire data from school principals of selected schools and more than 37,000 teachers.

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