Working with Children and Youth for the Future
Edited By Melinda Ann Dooly Owenby
Citizenship, Cooperation and Social Action Alistair Ross 133
Citizenship, Cooperation and Social Action ALISTAIR ROSS What is, or should be, the role of schools in developing young peoples’ social understanding and behaviour? Should teachers and educational authorities encourage learning to cooperate, or learning to be ‘civic’, or to compete? And if so, how? What responsibilities do educators have to move beyond teaching information and skills to teaching social values and attitudes? These are not easy or straight- forward questions, and there have been in the past century some unhappy ventures into these areas, across Europe, the results of which may have been perceived as a warning against teachers be- coming involved in potentially contentious areas. This chapter will draw on some of the findings of the research project to suggest that teachers need to be aware of, and responsive to, the needs young people have for understanding political participation and for finding out how to engage and become involved in community activity and decision-making. Schools, it will be argued, have a responsibility to help pupils understand fairness, cooperation and citizenship. Many young people want to know about social and political issues, and how to engage in them, and schools should have a role in this. The chapter begins by reviewing information about how young people think that they will act in a ‘political’ manner when they are adult. There was much discussion in the 1960s and 1970s about how countries, and their education systems, should promote a ‘civic culture’ (for example, Almond and Verba 1965). I will suggest...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.