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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

The conceptual framework of civic competence
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Related In: Results  -  Collection


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Fig2: The conceptual framework of civic competence

Mentions: The conceptual framework of CCCI-2 builds on four dimensions: citizenship values, participatory attitudes, social justice and Knowledge and Skills for Democracy (Fig. 2). The first dimension, citizenship values, has two scales: norms of conventional citizenship, and norms of social movement related citizenship (CITCON, CITSOC). The participatory attitudes dimension includes measures of political self-efficacy (CITEFF), expected participation in political activities (POLPART), expected adult electoral participation (ELECTPART), expected adult informal political participation (INFPART), expected legal protest (LEGPROT), and interest in political and social issues (INTPOLS). The social justice dimension includes measures of democratic rights (DEMVAL), equal rights for ethnic groups (ETHRIGHT), equal rights for immigrants (IMMRGHT), Gender Equality (GENEQUL) and valuing democratic processes at school (VALPART). The dimension on Knowledge and Skills for Democracy contained the cognitive score from the ICCS test.Fig. 2


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)

The conceptual framework of civic competence
© Copyright Policy - OpenAccess
Related In: Results  -  Collection

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

Fig2: The conceptual framework of civic competence
Mentions: The conceptual framework of CCCI-2 builds on four dimensions: citizenship values, participatory attitudes, social justice and Knowledge and Skills for Democracy (Fig. 2). The first dimension, citizenship values, has two scales: norms of conventional citizenship, and norms of social movement related citizenship (CITCON, CITSOC). The participatory attitudes dimension includes measures of political self-efficacy (CITEFF), expected participation in political activities (POLPART), expected adult electoral participation (ELECTPART), expected adult informal political participation (INFPART), expected legal protest (LEGPROT), and interest in political and social issues (INTPOLS). The social justice dimension includes measures of democratic rights (DEMVAL), equal rights for ethnic groups (ETHRIGHT), equal rights for immigrants (IMMRGHT), Gender Equality (GENEQUL) and valuing democratic processes at school (VALPART). The dimension on Knowledge and Skills for Democracy contained the cognitive score from the ICCS test.Fig. 2

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