Suchergebnisse

This dataset contains the underlying qualitative data of the following article published in the journal Frontiers in Political Science: Tzankova, I., Albanesi, A., & Cicognani, E. (2021). Perceived school characteristics fostering civic engagement among adolescents in Italy. Frontiers in Political Science. https://doi.org/10.3389/fpos.2021.611824 The dataset consists of textual qualitative data collected in Italy within Work Package 6 of the research project CATCH EyoU (Constructing AcTive CitizensHip with European YOUth: Policies, Practices, Challenges and Solutions). It consists of 513 quotations from 10 focus groups with 101 adolescents between 16 and 20 years old. Students participated in the study on a voluntary basis and were requested to read and sign an informed consent form prior to participating (for minors the consent was preliminarily asked also to parents). The data is an extract from the raw Italian dataset and was used in the analysis of students' perspectives on the mechanisms and limitations of democratic school characteristics outside of the formal curriculum (democratic school climate, student participation and critical reflection at school) in promoting civic engagement. It contains an identifier for each focus group discussion and the extracted quotations from verbal transcripts. The data has been fully anonymized. This data is made available for open access in compliance with H2020 Program regulation, following the guidelines stipulated by the Data Management Plan adopted by the CATCH-EyoU research project.

Young people are often accused of a lack of interest and disengagement from public affairs. Little is known about the opportunities and experiences for youngsters to be more engaged. Citizenship education has been at the centre of educational proposals in many European countries. The investments made in education policies, concerning citizenship education seem to fall short. Purpose: We intend to bring into debate what seems to be a paradoxical relation between the lack of youth civic and political participation, and the current disinvestment in the effective implementation of citizenship education policies. Design: A comparative framework between four European countries concerning youth civic and political participation, and citizenship education policies, including the involvement of NGOs in youth civic education. Findings: Data shows that young people's (apparent) participatory apathy may have other readings or other meanings. Young people seem to be increasingly looking for more dynamic and less traditional forms of participation, and there is a need for citizenship education policies to be more grounded in this reality. Implications: Overall, we might be facing a paradox where educational policies seem to be tailor-made for young people who do not actually relate to them.

Purpose: To contribute for the ongoing discussion about associations between art education and citizenship education, presenting Augusto Boal's Theatre of the Oppressed, as a theatre method that exercises active democracy by means of promoting epistemological development merging Art, Citizenship and Education.Design: Drawing form a selected set of relevant concepts and data in the fields of psychology, education, arts and performance studies, amongst others, the advantages and limitations of the artistic practice of theatre are analyzed in terms of its impact in epistemological and socio-cognitive development.Findings: A literature review shows several studies that evidence the benefits of artistic practices, namely theatre, in several indicators. Despite these evidences formal educative contexts, rooted in traditional pedagogic paradigms, resist to the entrance of arts, such as the performative, in school curricula, as well as other interactive practices indispensable in the promotion of participative citizenship.Research implications: Present existing methods alternative to formal education, exemplified by the method of the theatre of the oppressed, that aim to develop art, education and citizenship in one same practice.Practical implications: Evidence the need to reconsider formal education curricula with the objective of enhancing epistemological development, empowerment, autonomy and active citizenship.

In the last decade, youth entered the agenda of public policies in Brazil, recognizing not only the problems that affect young people, but also the need for a proactive perspective that views youngsters as playing a central role in the design and implementation of policy. This is a tendency that is also noticeable in other countries, and there is clearly a "vogue of youth participation" (Bessant 2004, 401) in public policy across the world. Research in the field tends to show that these experiences can be effective in promoting young people civic and political knowledge, attitudes and competences and therefore can become a strategy of non-formal citizenship education. However, there are critiques that participation in these initiatives risks pamphleteering and tokenism. The goal of this paper is to enter this debate by considering the Brazilian experience in the State of Acre and to explore whether and how opportunities for participation that youth public policies appear to stimulate are, in fact, perceived and experienced by groups involved in the process, from decision-makers to young people. Results show that, as in other countries, policies are still not living up to expectations and much more systematic work is necessary to guarantee that participation in youth policies is, in fact, a relevant citizenship experience.

The intense historical transformations in Portugal during the last 30 years have had a profound impact on the educational system and on its role in citizenship education. During this period, Portugal experienced dictatorship, the last socialist revolution in Europe (1974), the end of colonial empire and of colonial wars, the stabilization of a democratic regime and the entrance in the European Economic Community later to be trans-formed into the European Union. Such deep social and political transformation had strong implications in education and its mission in promoting democratic citizenship has been intensively discussed, with fears of ideological inculcation and a tension between conservative vs. emancipatory goals underpinning the curricular decisions in the field. This paper considers these transformations and articulates them with the perspective of adolescents in basic and secondary education regarding citizenship, politics and civic engagement and the actual opportunities for participation they feel they have in the family, the school, and the community. The bases for this discussion are two studies with Portuguese adolescents: the IEA Civic Education Study that involves three national representative samples of students from grade 8, 9 and 11; and a longitudinal study (2005-07) with adolescents from grades 9, 10 and 11. Results from both studies show a tendency for a dissatisfaction/distrust that young people have in relation to key-institutions of democracy (government, political parties) but, at the same time, the valuing of active citizenship and the emergence of new forms of participation. That oxymoron appears as a challenge to both researchers and teachers that might take advantage in being more aware of the quality of youngsters' participation experiences in their various life contexts.

This study examines newspaper articles about education published in a reference daily newspaper in Portugal during the measure taken to close schools as a way of containing the COVID-19 epidemic. During this three-month period, a total of 105 news items were collected involving several
educational and political actors: government representatives from the areas of education, health and work, parents, teachers, school principals, union representatives and, on rare occasions, even students. A qualitative analysis of these news items based on thematic analysis revealed themes
that appear at the core of schools ‐ i.e. that are essential and should be resumed as soon as possible. Amid the 'state of exception', 'neurotic citizenship' is reinforced and managed by the government. Within this context, participation and inclusion seem to
disappear from the discourse of education and are captured by work and economic issues that go beyond education itself.

Approaches to youth engagement typically focus on withdrawal from conventional politics and participatory transformation. In this paper, we argue that such approaches fall short in grasping how groups with blended styles of relationship with politics assess their political ownership. This became apparent when, in the context of European elections, the rise of extreme right wing in Europe and intensification of austerity in Portugal, we discussed the circumstances framing youth's relationship with politics with 40 youngsters outside regular school. Quantitative data from regular-school students on the same topic were used to trigger focus groups and later used by participants to interview their peers. Participants displayed 'ordinary' approaches to engagement, attributing an unexpected relevance to vote. Socioeducational disadvantages and self-blaming perspectives were actively contested, and the gap between youth and politics is to be filled by a normative equipment, with the school indicated as a fundamental, structured and unbiased locus of political education.

WP9 of the CATCH-EyoU project proposes a school-based socially innovative intervention that involves students and teachers. It examines how young people engage in social issues having local and European relevance, combining a participatory approach, community analysis, and structured dialogue with public authorities. The dataset contains the national report with the main results of the implementation of this intervention in the Portuguese contexts. The transcriptions and analyses of qualitative data (focus groups, interviews) contained in the report serves as the underlying data of the following scientific paper accepted for publication in the journal "Psicologia di Comunità" (https://www.francoangeli.it/riviste/Sommario.aspx?IDRivista=139&lingua=it): Joana Cruz, Carla Malafaia, Filipe Piedade, José Eduardo Silva, Isabel Menezes (2019). Promoting European active citizenship: A participatory intervention towards the politicisation of youth social concerns. Psicologia di comunità. The data has been collected from an upper secondary school in Portugal, involved in the WP9 EU citizenship education intervention. This data is made available for open access in compliance with H2020 Program regulation, following the guidelines stipulated by the Data Management Plan adopted by the CATCH-EyoU research project.

The field of civic and political participation has been studied mostly from individual, psychological approaches rather than collective, relational perspectives. Here we address this gap through a political ethnography in the youth wing of a major Portuguese political party, conducted during the fervent months right before and after the Portuguese parliamentary elections of October 2015. Investigating the meaning-making of doing politics in real-life contexts, we assess the collective learning processes involved in political participation. This paper shows that youth wings can provide quality participation experiences. Indeed, collectively envisioning and constructing a more democratic society and working for the public good are guiding principles of the wing. Debatement politics and pedagogical politics thus play a fundamental role in the wing's activity, even if they are accompanied by the more mundane, festive party politics and the backstage politics. Through their activity, the wing's members acquire and display high levels of political efficacy, critical thinking and effort regulation regarding political involvement. Methodologically, this paper shows that ethnography is well equipped to study the experience of participation, foregrounding activities and perceptions of wing's members in order to make sense of their learning processes and outcomes.

The field of civic and political participation has been studied mostly from individual, psychological approaches rather than collective, relational perspectives. Here we address this gap through a political ethnography in the youth wing of a major Portuguese political party, conducted during the fervent months right before and after the Portuguese parliamentary elections of October 2015. Investigating the meaning-making of doing politics in real-life contexts, we assess the collective learning processes involved in political participation. This paper shows that youth wings can provide quality participation experiences. Indeed, collectively envisioning and constructing a more democratic society and working for the public good are guiding principles of the wing. Debatement politics and pedagogical politics thus play a fundamental role in the wing's activity, even if they are accompanied by the more mundane, festive party politics and the backstage politics. Through their activity, the wing's members acquire and display high levels of political efficacy, critical thinking and effort regulation regarding political involvement. Methodologically, this paper shows that ethnography is well equipped to study the experience of participation, foregrounding activities and perceptions of wing's members in order to make sense of their learning processes and outcomes.

Purpose: This article explores the classical relationship between socioeconomic status and political domains, and the need to include different variables (contextual and individual) to measure the effect of economic and cultural capitals on youth participation and knowledge.Method: A multivariate analysis of covariance was performed on a sample of 732 Portuguese students, from Grades 8 and 11, in order to analyse how different socioeconomic variables related to family and schooling contexts have an effect on their political knowledge and experiences. Findings: The article highlights the differential role of socioeconomic variables on political knowledge and participatory patterns. Low economic capital instigates participation, while high cultural capital is related with higher political literacy. However, both forms of capital interact with the schooling context, revealing more complex patterns of behaviour and knowledge in students attending public and private schools.