Teachers’ views on students’ experiences of community involvement and citizenship education
Research output: Contribution to journal › Article › peer-review
Authors
Colleges, School and Institutes
External organisations
- University of Sussex
- Durham University
- National Foundation for Educational Research
- University of York
- University of North London
Abstract
Based upon the findings of a national survey of school coordinators and leaders on citizenship and community cohesion, this research indicates that teachers perceive their students to feel a sense of belonging to multiple communities, each with their own required actions for effective participation. There appears to be wide variation in the characteristics of students’ engagement in community activities depending on their individual needs and circumstances. While there is convincing evidence of schools successfully implementing strategies to equip students with a conceptual understanding of their roles as citizens, the research also identifies a need to develop students’ practical skills and self-efficacy to interact with their immediate and wider communities. In order to support students to participate most effectively in their communities, there is a need for schools to provide tailored support to those groups of students who may otherwise be least likely to participate in community activities.
Details
Original language | English |
---|---|
Pages (from-to) | 67-78 |
Number of pages | 12 |
Journal | Education, Citizenship and Social Justice |
Volume | 10 |
Issue number | 1 |
Publication status | Published - 15 Mar 2015 |
Keywords
- citizenship education, community cohesion, schools and communities