Phillips, Louise G. (2010) Social justice storytelling and young children's active citizenship. Discourse: Studies in the Cultural Politics of Education, 31 (3). pp. 363-376. ISSN 0159-6306
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Official URL: http://dx.doi.org/10.1080/01596301003786993
Identification Number or DOI: doi: 10.1080/01596301003786993
This paper examines empirical data with regard to recent theorizing and conceptualizing of children’s citizenship. It draws on a doctoral study where the author told social justice stories to one class of children aged five to six years to investigate the active citizenship that the stories set in motion. By imagining this action research study rhizomatically, organic and tangent pathways were mapped of what the stories set in motion. Analysis was informed by poststructuralist discourse theory and critical theory on political action, which enabled identification of enablers and constrainers of young children’s actual practice of citizenship. A case is argued for acknowledgement of young children’s political identities and capacity to act as communitarian citizens.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Permanent restricted access to Published version due to publisher's copyright restrictions.|
|Uncontrolled Keywords:||children's citizenship; constructs of children; political; social actions; storytelling; transformative education|
|Fields of Research (FOR2008):||13 Education > 1302 Curriculum and Pedagogy > 130205 Humanities and Social Sciences Curriculum and Pedagogy (excl. Economics, Business and Management)|
13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
16 Studies in Human Society > 1606 Political Science > 160602 Citizenship
|Socio-Economic Objective (SEO2008):||C Society > 94 Law, Politics and Community Services > 9402 Government and Politics > 940201 Civics and Citizenship|
|Deposited On:||07 Dec 2010 12:46|
|Last Modified:||07 Feb 2012 09:00|
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