Children’s Participation and Civic Education: Guidelines for the Development of an Inclusion Social Model
DOI:
https://doi.org/10.35362/rie672254Keywords:
civic education | participation | children | well-being | social capital.Abstract
In this paper, a contribution for the development of civic education curricula in schools as an instrument to tackle social exclusion is made. In order to do so,the antecedents and factors that could boost that participationare considered as long as the impact that children’s participation in decision-making processes has on their health and growth. Moreover, the role of participation in specific settings (p.ej., volunteering, SNS usage, Internet, etc.) both for children’s well-being and for breaking the cycle of poverty and social exclusion is also taken into account. Then a review of the literature on the antecedents and factors related to participation is presented.Finally, the situation of European countries is analyzed as a basis for making proposals applicable to the case of Ibero-American countries.
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References
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Verba, S., Schlozman, K. L., y Brady, H. E. (1995). Voice and equality: Civic voluntarism in American politics. Cambridge, MA: Harvard University Press.
Zukin, C., Keeter, S., Andolina, M., Jenkins, K., y Delli-Carpini, M. X. (2006). A new engagement? Political participation, civic life, and the changing American citizen. New York: Oxford University Press.
Bennett, W. L. (2008). Changing Citizenship in the Digital Age. In Lance Bennet (ed.) Civic Life Online: Learning How Digital Media Can Engage Youth. Cambridge, MA: The MIT Press, pp. 1-24.
Chadwick, A., y Howard, P. N. (Eds.). (2008). Handbook of internet politics. London: Routledge.
Comisión Europea (2005). Citizenship education at school in Europe. Brussels: Eurydice.
Comisión Europea (2011). Material Deprivation among Children. Research Note 7/2011, Brussels. Retrieved from: http://www.socialsituation.eu/research-notes/SSO%20RN7%20Material% 20Deprivation_Final.pdf
Comisión Europea (2013). European Youth: Participation in Democratic Life. Flash Eurobarometer,375. Recuperado de http://ec.europa.eu/public_opinion/flash/fl_375_sum_en.pdf
Consejo de Europa (2002). Recomendación del Comité de Ministros a los Estados Miembros sobre la educación para la ciudadanía democrática adoptada por el Comité de Ministros el 16 de Octubre de 2002.Recuperado de http://www.fapar.org/documentos/Educacion_Ciudadania/Recomendaciones_E_Ciudadania_EUROPA.pdf
Conway, M. M. (1985). Political participation in the United States. Washington, DC: Congressional Quarterly.
Costa, P, Rodrigues, M., Vera-Toscano, E., yWenker, A. (2012). The effect of education and skills on volunteering, trust and political efficacy: Evidence from PIAAC on the EU. Recuperado de: http://crell.jrc.ec.europa.eu/
Daly, M. (2012). Combating child poverty through measures promoting the socio-cultural participation of clients of the Public Centres of Social Action/Welfare, Discussion paper, Peer review in social inclusion and social protection, 20-21 September 2012, Brussels.
De Boyser, K. (2012). Combating child poverty through measures promoting the socio-cultural participation of clients of the Public Centres of Social Action/Welfare, Host country paper, Peer review in social inclusion and social protection, 20-21 September 2012, Brussels.
Eurochild (2011). Tackling child poverty through supporting and strengthening families, Report on Eurochild 8th Annual Conference 30 November – 2 December 2011, Cardiff. Recuperado de: http://www.eurochild.org/en/events/details/index.html?tx_ttnews%5BpS%5D=1345974156&tx_ttnews%5Btt_news%5D=1683&tx_ttnews%5BbackPid%5D=287&cHash=4a67bdead844f56a02167145b178755b
Eurochild (2012a). Assessment of the SPC advisory report to the EC on “Tackling and preventing child poverty, promoting child well-being” & suggestions for future actions. Retrieved from: http://www.eurochild.org/fileadmin/ThematicPriorities/ChildPoverty/Eurochild/Eurochild_SPC_report_assessment.pdf
Eurochild (2012b). The 2012 National Reform Programmes (NRP) and National Social Reports (NSR) from a child poverty and well-being perspective. Retrieved from: http://www.eurochild.org/fileadmin/ThematicPriorities/Crisis/Eurochild%20updates/Eurochild_NRPs_Analysis_July_2012.pdf
Eurochild (2012c). Speak Up! Giving a voice to European children in vulnerable situations.
Haythornthwaite, C. (2002). Strong, weak, and latent ties and the impact of new media. The Information Society, 18(5), 385-401.
Herzberg, F., Mausner, B., ySnyderman, B.B. (2011). The motivation to work. Vol. 1. Transaction Publishers (eds.). New Jersey: Wiley.
Johnston, K., Tanner, M., Lalla, N., yKawalski, D. (2013) Social capital: the benefit of Facebook ‘friends’. Behaviour& Information Technology, 32(1), 24-36.
Keating, A., yBenton, T. (2013) Creating cohesive communities for children and young people: what role can schools play? Education for Citizenship and Social Justice
Kraut, R., Patterson, M., Lundmark, V., Kiesler, S., Mukophadhyay, T., yScherlis, W. (1998). Internet paradox: A social technology that reduces social involvement and psychological well-being? American psychologist, 53(9), 1017-1031. DOI: http://dx.doi.org/10.1037/0003-066X.53.9.1017
Levi, M., y Braithwaite, V. (1998). Trust and governance. London: Russell Sage Foundation.
Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396. DOI: http://dx.doi.org/10.1037/h0054346
McClelland, D. C. (1987). Human motivation. Cambridge, MA: Cambridge University Press.
Naval, C., Print, M., y Veldhuis, R. (2002). Education for democratic citizenship in the new Europe: context and reform. European Journal of Education, 37(2), 107-128. DOI: 10.1111/1467-3435.00097
Norris, P. (2001). Digital divide: Civic engagement, information poverty and the Internet world-wide. Cambridge, MA: Cambridge University Press.
Omoto, A. M., ySnyder, M. (1995). Sustained helping without obligation: motivation, longevity of service, and perceived attitude change among AIDS volunteers. Journal of Personality and Social Psychology, 68(4), 671–686. DOI: http://dx.doi.org/10.1037/0022-3514.68.4.671
Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6(1), 65-78.
Putnam, R. D. (2002). Bowling alone. London: Simon and Schuster
Rivera, R. G. ySantos, D. (2014). Children’s well-being in Europe: Some socio-economic and psychological indicators on the issue. Position Paper of InterMedia Social Innovation NGO. Recuperado de: http://www.intermediaconsulting.org/index.php?option=com_content&view=article&id=1086&Itemid=222&lang=es
Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and Classification. Vol. 2. New York: Oxford University Press.
Valenzuela, S., Park, N., yKee, K. F. (2009). Is There Social Capital in a Social Network Site?: Facebook Use and College Students’ Life Satisfaction, Trust, and Participation. Journal of Computer & Mediated Communication, 14(4), 875-901. DOI: 10.1111/j.1083-6101.2009.01474.x
Verba, S., Schlozman, K. L., y Brady, H. E. (1995). Voice and equality: Civic voluntarism in American politics. Cambridge, MA: Harvard University Press.
Zukin, C., Keeter, S., Andolina, M., Jenkins, K., y Delli-Carpini, M. X. (2006). A new engagement? Political participation, civic life, and the changing American citizen. New York: Oxford University Press.
How to Cite
Rivera, R., & Santos, D. (2015). Children’s Participation and Civic Education: Guidelines for the Development of an Inclusion Social Model. Iberoamerican Journal of Education, 67(2), 37–52. https://doi.org/10.35362/rie672254
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Published
2015-03-15
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- Education in values
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