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Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator.

Hoskins B, Saisana M, Villalba CM - Soc Indic Res (2014)

Bottom Line: The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education.In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes.In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

View Article: PubMed Central - PubMed

Affiliation: Department of Social Sciences, Roehampton University, London, UK.

ABSTRACT

This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

No MeSH data available.


Related in: MedlinePlus

A model of civic competence used to develop CCCI-2 and CCCI
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Related In: Results  -  Collection


getmorefigures.php?uid=PMC4541712&req=5

Fig1: A model of civic competence used to develop CCCI-2 and CCCI

Mentions: The pilot framework for youth civic competence was developed as part of the ‘Active Citizenship for Democracy’ study (Author) by experts across Europe. It draws elements from citizenship concepts described above but not explicit in the original instrument (Fig. 1). The citizenship values dimension incorporates the norms of a good citizen and draws substantially on the civic republican discourse of civic duty. The participatory attitudes dimension measures disposition to engage, again drawing on civic republican ideals of participation. The social justice dimension measures cosmopolitan values of human rights and respecting diversity. It also encapsulates liberal attitudes of respect for the democratic process. The Knowledge and Skills for Democracy dimension transcends all three models, and measures the full range of skills needed to be an active citizen.Fig. 1


Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator.

Hoskins B, Saisana M, Villalba CM - Soc Indic Res (2014)

A model of civic competence used to develop CCCI-2 and CCCI
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC4541712&req=5

Fig1: A model of civic competence used to develop CCCI-2 and CCCI
Mentions: The pilot framework for youth civic competence was developed as part of the ‘Active Citizenship for Democracy’ study (Author) by experts across Europe. It draws elements from citizenship concepts described above but not explicit in the original instrument (Fig. 1). The citizenship values dimension incorporates the norms of a good citizen and draws substantially on the civic republican discourse of civic duty. The participatory attitudes dimension measures disposition to engage, again drawing on civic republican ideals of participation. The social justice dimension measures cosmopolitan values of human rights and respecting diversity. It also encapsulates liberal attitudes of respect for the democratic process. The Knowledge and Skills for Democracy dimension transcends all three models, and measures the full range of skills needed to be an active citizen.Fig. 1

Bottom Line: The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education.In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes.In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

View Article: PubMed Central - PubMed

Affiliation: Department of Social Sciences, Roehampton University, London, UK.

ABSTRACT

This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility.

No MeSH data available.


Related in: MedlinePlus