Citizenship discourses: production and curriculum
2015 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, 1036-1053 p.Article in journal (Refereed) Published
This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible ‘free’ citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.
Place, publisher, year, edition, pages
Taylor & Francis Group, 2015. Vol. 36, no 7, 1036-1053 p.
citizenship education, citizenship discourses, curriculum, citizenship, Foucault, condition of possibility
Research subject Education and Learning
IdentifiersURN: urn:nbn:se:du-20533DOI: 10.1080/01425692.2014.883917OAI: oai:DiVA.org:du-20533DiVA: diva2:889382