his.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Opening discourses of citizenship education: A theorization with Foucault
School of Education, University of Stirling, Stirling, UK.
Department of Behavioural Sciences and Learning, Linköping University, Linköping, Sweden.
University of Skövde, School of Humanities and Informatics. Centre for Teaching and Learning in the Humanities, Stockholm University.ORCID iD: 0000-0003-1776-478X
Department of Social and Welfare Studies, Linköping University, Linköping, Sweden.
Show others and affiliations
2013 (English)In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 28, no 6, 828-846 p.Article in journal (Refereed) Published
Abstract [en]

We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the 'contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. © 2013 Taylor & Francis.

Place, publisher, year, edition, pages
Routledge, 2013. Vol. 28, no 6, 828-846 p.
Keyword [en]
active citizenship, citizenship education, condition of possibility, democracy, discourse, power, statement
National Category
Educational Sciences
Research subject
Humanities and Social sciences
Identifiers
URN: urn:nbn:se:his:diva-8541DOI: 10.1080/02680939.2013.823519ISI: 000326489900006ScopusID: 2-s2.0-84887990141OAI: oai:DiVA.org:his-8541DiVA: diva2:656814
Available from: 2013-10-17 Created: 2013-10-17 Last updated: 2014-11-28Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopushttp://www.tandfonline.com/doi/abs/10.1080/02680939.2013.823519

Search in DiVA

By author/editor
Olson, Maria
By organisation
School of Humanities and Informatics
In the same journal
Journal of education policy
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 935 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf