Learning Citizenship through Social Practice Outside and Inside School.

1. Sub-brand to go here Learning Citizenship through Social Practice Outside and Inside School. By Bryony Hoskins, Jan Germen Janmaat & Ernesto Villalba B.Hoskins@ioe.ac.uk Sub-brand to go here

2. Introduction • When we say education has an effect what do we mean by education? • Learning through the intentional curriculum and pedagogical activities • Learning through the norms and ethos of the school • Learning from the other students • Qualifications • Networks • Limited knowledge on isolating the different effects • Difficulties arise as much of the learning and the networking is happening outside school

3. Learning what? • Broad set of civic competences (knowledge, skills & attitudes) • Intrinsic good – improve quality of participation • Quality v Quantity of performance • Basic skills - engagement • Lauglo and Oia (2006) school grades in Norway • Ability test at age 11: Schoon et. al. (2010)

4. Learning what? • Citizenship Knowledge - Political Participation; • Information – participation Popkin and Dimock U.S. • CIVED (28 countries) – voting • Situated knowledge – Delli U.S. (with civic attitudes- freedom of speech) • Self-efficacy – disposition to engage • Citizenship Education Longitudinal Study (CELS) Benton et al (2006) England

5. What is our concept of learning? • Introduce a concept of how people learn • Developed in anthropology and used in Vocational Education & Training, Management and recently in research in schools. • Situated learning in Communities of Practice (Lave & Wenger 1991) • Used in conceptualisation of IEA CIVED study • Similar to some theories of Political socialization e.g. Bandura & social learning theory (also used in health).

6. Community of Practice • A social group that has ‘mutual engagement’, ‘joint enterprise’ and a ‘shared repertoire’ • Members participate in negotiation of meaning & actions • Common language for everyday ‘routines’ and ‘ways of doing things’ • Refers also to sense of identity & sense of belonging to that group. • A person may belong at any one time to a multitude of different Communities of Practice which may have contradictory identities, enterprises and repertoires.

7. Multiple & Contradictory identities & Communities

8. Learning through social participation • Learning happens through relationships, interactions and conflicts that occur in the process of reproducing and adapting communities • Meaning is the product of past interactions and enhanced both through participation (in common activities) and reification (recognition) • The individual is an engaged agent in the learning process, with a growing sense of membership and belonging • The learner is therefore involved in constructing knowledge and skills, and this entails the construction or reconstruction of their identity

9. Evidence of learning in different communities • Community • Kahn and Sporte (2008) – Service Learning and extra curricular activities (Not sport) • Family • Education of parents crucial (CIVED, ESS, Norwegian data) • Children behaviour and attitudes similar to parents (U.S. 1999) • Talking with parents (Lauglo and Oia, 2006) • School • Democratic climate - Self-efficacy – disposition to engage Citizenship Education Longitudinal Study (CELS) Benton et al (2006) • Open classroom climate – Torney-Purta (CIVED study)

10. Learning as a Social practice Dimensions of learning: • Meaning making • Students' cognitive work when engaging with parents, other students and their teachers and with a range of media outlets on political and social affairs. • Process of deliberation that helps to facilitate understanding and opportunities for thinking through opinions. • Practice • Process of putting the cognition into action in real life situations (situated). • Trying things out (without support this can be learning through trial and error)

11. Data • Civic Education Study IEA CIVED • 1999 • 14 years old (sample 3000/country) • 28 education systems • Next data IEA ICCS 2009 with New European citizenship module For this study: • Samples of England, Germany, Finland, Italy and Poland • Method of analysis: multilevel analysis using Mlwin

12. Variables of interest Dependent: • Cognition (civic knowledge and skills index) • Participation (efficacy and participatory intentions index) Independent: • CoP Meaning making • Talking with parents and friends about politics and social affairs • Talking with teachers about politics and social affairs • Classroom climate • Media use about politics and social affairs • CoP Practice • Participation in student council • Volunteering to help the community • Collecting money for a social cause • Participation in a religion-affiliated organization • Participation in an art, music or drama organization • Formal ours of civic education (classroom level) • History (0-6 hours per week) • Social sciences (0-6 hours per week)

13. Control variables Individual level: • Gender • Expected years of further education • Language of test spoken at home • Number of books at home Classroom level: • Class mean books at home • Class mean language of test spoken at home

14. Results: Cognition

15. Results: Participation

16. Results • Learning as a social participation is clearly important for understanding how youngsters develop the qualities for civic engagement • Meaning making variables positively related to both cognition and participation • Practice variables positively related to participation only; for cognition the kind of practice is important • The patterns broadly apply across the board • The CoP variables are positively related to participation in all countries • The formal education variables are not related to the two civic outcomes in any of the countries • Strategies involving learning through dialogue and practice have a pan-European and possibly beyond potential for enhancing active citizenship among youngsters

17. Why is it important in schools? • Because not all families and communities are able to offer this learning • A place to give all young people an opportunity to learn these qualities • Difficulty (ofsted inspectors report 2010) to assure that the most disadvantaged in schools are given the full possibility to make the most out of these learning experiences

18. Implications for teaching How to facilitate learning in school; • Improving the quality of teaching to allow for greater debate and more decision making possibilities for students Provide better connections between family, school & community • Provide placements in political and voluntary associations and facilitate the learning through this process (well designed service learning) • Bring the communities and active parents into the schools to discuss these experiences • Facilitate the older pupils who are engaged to talk to the younger pupils