Edukacja obywatelska w działaniu jako klucz do wzmocnienia aktywności obywatelskiej młodych
DOI:
https://doi.org/10.26485/PS/2021/70.3/5Słowa kluczowe:
partycypacja obywatelska, edukacja obywatelska, socjalizacja polityczna, kształcenie nieformalne, uczenie się przez działanie, kompetencje obywatelskieAbstrakt
Partycypacja obywatelska przynosi wymierne korzyści demokracjom i ich obywatelom. Szkoły jako główny podmiot socjalizacji politycznej rzadko uczą zaangażowania obywatelskiego. Zamiast tego koncentrują się na przekazywaniu wiedzy o instytucjach i procesach demokratycznych. Kluczem do zaangażowania obywateli w życie społeczno-polityczne jest uczenie się demokracji przez jej doświadczanie. Ten aktywny model edukacji obywatelskiej wychodzi poza ramy tradycyjnego nauczania – jest osadzony w nurcie edukacji nieformalnej. Niniejszy artykuł ma na celu zaprezentowanie efektów nieformalnego kształcenia obywatelskiego – programu „Młodzi Głosują+”, angażującego uczniów w wieku 14–19 lat w organizację kampanii profrekwencyjnej i młodzieżowych wyborów prezydenckich. Chcąc odpowiedzieć na pytanie, w jakim stopniu aktywne zaangażowanie w procesy demokratyczne przyczynia się do wzmocnienia kompetencji obywatelskich i społecznych, zastosowano ilościową metodę badawczą (ankieta ewaluacyjna pretest i posttest). Wyniki badań sugerują, że praktyka w zakresie działań obywatelskich ma duży potencjał rozwijania kompetencji demokratycznych młodzieży.
Bibliografia
Bandura Albert. 2007. Teoria społecznego uczenia się. Warszawa: Wydawnictwo Naukowe PWN.
Barrett Martyn, Bruna Zani (eds.). 2014. Political and civic engagement: Multidisciplinary perspectives. London: Routledge.
Bergh Johannes. 2013. “Does voting rights affect the political maturity of 16- and 17-year-olds? Findings from the 2011 Norwegian voting-age trial”. Electoral Studies 32(1): 90–100. doi: 10.1016/j.electstud.2012.11.001.
Bhaerman Robert D., Karin Cordell, Barbara Gomez. 1998. The role of service-learning in educational reform. Pearson.
Billig Shelley H., Susan Root, Dan Jesse. 2005. The relationship between the quality indicators of service-learning and student outcomes. In: Improving service-learning practice: Research on models to enhance impacts, R. Susan, C. Jane, B. Shelley (eds.), 97–115. Greenwich, CT: Information Age Publishing.
Breinlinger Sara, Caroline Kelly. 2014. The social psychology of collective action. New York: Taylor & Francis. doi: 10.4324/9781315810133.
Brown Jane. 2012. “Citizens fit for the 21st century? The role of school design in facilitating citizenship and self-governance in young people”. Education, Citizenship and Social Justice 7(1): 19–31. doi: 10.1177/1746197911432595.
Brown Nevin C. 2011. A 360-degree view of international service learning. In: International service learning: Conceptual frameworks and research, R. Bringle, J. Hatcher, S. Jones (eds.), 57–68. Sterling, VA: Stylus.
Campbell Angus, Gerald Gurin, Warren E. Miller. 1954. The voter decides. Evanston, Ill.: Row, Peterson, and Co.
Cohen Matthew, Daniel Schugurensky, Arnim Wiek. 2015. “Citizenship education through participatory budgeting: The case of Bioscience High School in Phoenix, Arizona”. Curriculum and Teaching 30(2): 5–26. doi: https://doi.org/10.7459/ct/30.2.02.
Cześnik Mikołaj. 2011. „Uczestnictwo wyborcze a struktura społeczna w świetle badań PGSW. Czym różnią się głosujący od niegłosujących?”. Studia Polityczne 28: 7–28.
Cześnik Mikołaj, Marta Żerkowska-Balas, Michał Kotnarowski. 2013. “Voting as a habit in new democracies – evidence from Poland”. Communist and Post-Communist Studies 46: 95–107.
Dahl Robert A. 1992. “The problem of civic competence”. Journal of Democracy 3(4): 45–59. doi: 10.1353/jod.1992.0048.
Dalton Russell J. 2004. Democratic challenges, democratic choices: The erosion of political support in advanced industrial democracies. New York: Oxford University Press.
Delli Carpini Michael X., Scott Keeter. 1996. What Americans know about politics and why it matters. New Haven: Yale University Press.
Dewey John. 1972. Demokracja i wychowanie. Wprowadzenie do filozofii wychowania. Wrocław: Ossolineum.
Dewey John. 1980. The need of an industrial education in an industrial democracy. In: John
Dewey. The middle works. 1899–1924 (Vol. 10, 1916–1917), J.A. Boydston (ed.), 137–143. Carbondale: Southern Illinois University Press.
Dewey John. 1988. Jak myślimy. Warszawa: Państwowe Wydawnictwo Naukowe.
Dewey John. 2014. Doświadczenie i edukacja. Warszawa: Warszawska Firma Wydawnicza SC.
Dinas Elias. 2012. “The formation of voting habits”. Journal of Elections, Public Opinion and Parties 22(4): 431–456. doi: 10.1080/17457289.2012.718280.
Eyler Janet S., Dwight E. Giles, Jr., Christine M. Stenson, Charlene J. Gray. 2001. “At a glance: What we know about the effects of service-learning on college students, faculty, institutions and communities, 1993– 2000: Third Edition”. Higher Education 139. https://digitalcommons.unomaha.edu/slcehighered/139 [access: 13.01.2021].
Farthing Rys. 2010. “The politics of youthful antipolitics: Representing the ‘issue’ of youth participation in politics”. Journal of Youth Studies 13(2): 181–195. doi: 10.1080/13676260903233696.
Flanagan Constance A. 2003. “Developmental roots of political engagement”. PS. Political Science & Politics 36(2): 257–261. doi: 10.1017/S104909650300218X.
Flanagan Constance A. 2013. Teenage citizens: The political theories of the young. Cambridge: Harvard University Press.
Franke Richard W. 1999. Lessons in democracy from Kerala State, India. https://msuweb.montclair.edu/~franker/KeralaPapers/FrankeKeralaPresidentialLecture1999.pdf [access: 13.01.2021].
Franklin Mark N., Patrick Lyons, Michael Marsh. 2004. “Generational basis of turnout decline in established democracies”. Acta Politica 39: 115–151. doi: 10.1057/palgrave.ap.5500060.
Freire Paulo. 1970. Pedagogy of the oppressed. New York: Herder and Herder.
French Alan P., Gareth Smith. 2010. “Measuring political brand equity: A consumer oriented approach”. European Journal of Marketing 44(3/4): 460–477. doi: 10.1108/03090561011020534.
Furlong Andy, Fred Cartmel. 2012. “Social change and political engagement among young people: Generation and the 2009/2010 British election survey”. Parliamentary Affairs 65(1): 13–28. doi: 10.1093/pa/gsr045.
Galston William A. 2001. “Political knowledge, political engagement, and civic education”. Annual Review of Political Science 4: 217–234. doi: 10.1146/annurev.polisci.4.1.217.
Gerber Alan S., Donald P. Green, Ron Shachar. 2003. “Voting may be habit-forming: Evidence from a randomized field experiment”. American Journal of Political Science 47(3): 540–550. doi: 10.1111/1540-5907.00038.
Giles Dwight, Ellen Porter Honnet, Sally A. Migliore. 1991. Research agenda for combining service and learning in the 1990s. National Society for Internships and Experiential Education.
Glenn Norval D., Michael Grimes. 1968. “Aging, voting, and political interest”. American Sociological Review 33(4): 563–575. doi: 10.2307/2092441.
Gomez Raul. 2013. “All that you can(not) leave behind: Habituation and vote loyalty in the Netherlands”. Journal of Elections, Public Opinion and Parties 23(2): 134–153. doi: 10.1080/17457289.2013.776056.
Hay Colin. 2007. Why we hate politics. Cambridge: Polity Press.
Henn Matt, Nick Foard. 2012. “Young people, political participation and trust in Britain”. Parliamentary Affairs 65(1): 47–67. doi: 10.1093/pa/gsr046.
Henn Matt, Mark Weinstein. 2006. “Young people and political (in)activism: Why don’t young people vote?”. Policy & Politics 34(3): 517–534. doi: 10.1332/030557306777695316.
Henn Matt, Mark Weinstein, Sarah Forrest. 2005. “Uninterested youth? Young people’s attitudes towards party politics in Britain”. Political Studies 53(3): 556–578. doi: 10.1111/j.1467-9248.2005.00544.x.
Henn Matt, Mark Weinstein, Dominic Wring. 2002. “A generation apart? Youth and political participation in Britain”. The British Journal of Politics and International Relations 4(2): 167–192. doi: 10.1111/1467-856X.t01-1-00001.
Jennings M. Kent, Laura Stoker, Jake Bowers. 2009. “Politics across generations: Family transmission reexamined”. The Journal of Politics 71(3): 782–799. doi: 10.1017/S0022381609090719.
Jonassen David H. 1994. “Thinking technology: Toward a constructivist design model”. Educational Technology 34(4): 34–37. https://www.learntechlib.org/p/171050/ [access: 13.01.2021].
Kądziela Adam. 2019. „Partycypacja wyborcza młodych Polaków – uwarunkowania i wyzwania”. Prawo i Polityka 9: 104–124. https://www.ceeol.com/search/article-detail?id=925401 [dostęp: 18.10.2021].
Kądziela Adam. 2020. „Preferencje polityczne młodych Polaków w 2019 roku”. Studia Politologiczne 55: 323–340. doi: 10.33896/SPolit.2020.55.1
Kinder Donald R., David O. Sears. 1985. Public opinion and political action. In: Handbook of social psychology, Vol. 2, G. Lindzey, E. Aronson (eds.), 659–741. New York: Random House.
Kolaja Jiri. 1965. Workers’ councils: The Yugoslav experience. London: Tavistock Publications.
Kolb David A. 1983. “Problem management: Learning from experience”. In: The executive mind, S. Srivastva (ed.), 109–143. San Francisco: Jossey-Bass.
Krzywosz-Rynkiewicz Beata, Anna M. Zalewska. 2015. „Aktywność obywatelska polskiej młodzieży w relacji do innych Europejczyków i w zależności od fazy adolescencji”. Psychologia Rozwojowa 20(4): 11–23. doi: 10.4467/20843879PR.15.019.4462.
Lakin Rebecca G., Annette Mahoney. 2006. “Empowering youth to change their world: Identifying key components of a community service program to promote positive development”. Journal of School Psychology 44(6): 513–531.
Lerner Josh, Daniel Schugurensky. 2007. Who learns what in participatory democracy: Participatory budgeting in Rosario, Argentina. In: Democratic practices as learning opportunities, R. van der Veen, D. Wildemeersch, J. Youngblood, V. Marsick (eds.), 85–100. Rotterdam: Sense Publishers. doi: 10.1163/9789087903398_009.
Lin Yu-Mei, Pei-Chen Lee. 2014. “Informal learning: Theory and applied”. International Journal of Business and Commerce 3(5): 127–134. https://www.ijbcnet.com/3-5/IJBC-14-3517.pdf [access: 13.01.2021].
Livingstone David W. 2001. Adults’ informal learning: Definitions, findings, gaps and future research. https://tspace.library.utoronto.ca/retrieve/4484/ [access: 13.01.2021].
Lüchmann Lígia Helena Hahn. 2009. Participatory democracy and political learning: Lessons from the Brazilian experience. In: Learning democracy by doing. Alternative practices in citizenship education and participatory democracy, K. Daly, K. Lopes, D. Schugurensky (eds.), 650–664. Toronto: Transformative Learning Centre, Ontario Institute for Studies, University of Toronto.
McCowan Tristan. 2011. Rethinking citizenship education: A curriculum for participatory democracy. London: A&C Black.
Macháček Ladislav. 2000. “Youth and creation of civil society in Slovakia”. Sociológia – Slovak Sociological Review 32(3): 241–255.
Mansbridge Jane. 1999. “On the idea that participation makes better citizens”. In: Citizen competence and democratic institutions, K.E. Soltan, S.L. Elkin (eds.), 291–325. University Park: Pennsylvania State University Press.
Mazeaud Alice. 2012. “Allocation de l’argent public et budget participatif des lycées: Règles du jeu et pratiques délibératives”. Genèses 88(3): 89–113. doi: 10.3917/gen.088.0089.
Morgan William, Matthew Streb. 2001. “Building citizenship: How quality service-learning develops civic values”. Social Science Quarterly 82(1): 154–169. doi: 10.1111/0038-4941.00014.
Morse Suzanne W. 1993. “The practice of citizenship: Learn by doing”. The Social Studies 84(4): 164–167. doi: 10.1080/00377996.1993.9958365.
Niemi Richard G., Jane Junn. 1998. Civic education: What makes students learn. New Haven: Yale University Press.
Panah Karim. 2009. “Learning and Practicing Democracy: Analysis of Classroom Practices and Discourse in Pakistani Secondary Schools”. Learning Democracy by Doing: 223–239.
Pateman Carole. 1970. Participation and democratic theory. Cambridge: Cambridge University Press.
Patrick John J. 2000. Introduction to education for civic engagement in democracy. In: Education for civic engagement in democracy: Service learning and other promising practices, S. Mann, J.J. Patrick (eds.), 1–8. Bloomington: Indiana University. ERIC Clearinghouse for Social Studies/Social Science Education. https://eric.ed.gov/?id=ED447065 [access: 13.01.2021].
Patrick John J. 2002. Defining, delivering, and defending a common education for citizenship in a democracy. https://eric.ed.gov/?id=ED464886 [access: 13.01.2021].
Pearson Margot, David Smith. 1985. Debriefing in experience-based learning. In: Reflection: Turning experience into learning, D. Boud, R. Keogh, D. Walker (eds.), 69–84. London: Kogan Page.
Petrosyan Astghik. 2016. “Methodological analysis of political participation indicator evaluation tools”. Wisdom 7(2): 205–210. doi: 10.24234/wisdom.v2i7.159.
Pieniążek Marlena, Monika Zielińska. 2017. „Wolontariat jako forma aktywności prospołecznej młodzieży studenckiej”. Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika 15: 145–153. http://yadda.icm.edu.pl/yadda/element/bwmeta1.element.desklight-7e91fb5c-037c-4f50-bc3c-bdb156c5a079 [dostęp: 18.10.2021].
Plutzer Eric. 2002. “Becoming a habitual voter: Inertia, resources, and growth in young adulthood”. American Political Science Review 96(1): 41–56. doi: 10.1017/S0003055402004227.
Popkin Samuel L., Michael A. Dimock. 2000. Knowledge, trust, and international reasoning. In: Elements of reason: Cognition, choice, and the bounds of rationality, A. Lupia, M.D. McCubbins, S.L. Popkin (eds.), 214–238. New York: Cambridge University Press.
Rogers Carl. 1969. Freedom to learn. Columbus, Ohio: Charles E. Merrill.
Roker Debi, Katie Player, John Coleman. 1999. “Young people’s voluntary and campaigning activities as sources of political education”. Oxford Review of Education 25(1/2): 185–198. doi: 10.1080/030549899104206.
Rosenberg Shawn W. 1988. “The structure of political thinking”. American Journal of Political Science 32(3): 539–566. doi: 10.2307/2111236.
Rousseau Jean-Jacques. 2007. Umowa społeczna. Kęty: Antyk Marek Derewiecki.
Ryder Norman B. 1965. “The cohort as a concept in the study of social change”. American Sociological Review 30(6): 843–861. doi: https://doi.org/10.2307/2090964.
Sapiro Virginia. 2004. “Not your parents’ political socialization: Introduction for a new generation”. Annual Review of Political Science 7: 1–23. doi: 10.1146/annurev.polisci.7.012003.104840.
Schugurensky Daniel. 2002. Transformative learning and transformative politics. In: Expanding the boundaries of transformative learning: Essays on theory and praxis, E. O’Sullivan, A. Morrell, M.A. O’Connor (eds.), 59–76. New York: Palgrave Macmillan. doi: 10.1007/978-1-349-63550-4_6.
Schugurensky Daniel. 2006. “‘This is our school of citizenship’: Informal learning in local democracy”. Counterpoints 249: 163–182. https://www.jstor.org/stable/42979594 [access: 13.01.2021].
Schugurensky Daniel, John P. Myers. 2008. Informal civic learning through engagement in local democracy: The case of the Seniors’ Task Force of Healthy City Toronto. In: Learning through community: Exploring participatory practices, K. Church, N. Bascia, E. Shragge (eds.), 73–95. Dordrecht: Springer. https://link.springer.com/chapter/10.1007/978-1-4020-6654-2_5 [access: 13.01.2021].
Schwadel Philip. 2002. “Testing the promise of the churches: Income inequality in the opportunity to learn civic skills in Christian congregations”. Journal for the Scientific Study of Religion 41(3): 565–575. doi: 10.1111/1468-5906.00137.
Skarżyńska Krystyna. 2002. Aktywność i bierność polityczna. W: Podstawy psychologii politycznej, K. Skarżyńska (red.), 26–58. Poznań: Zysk i S-ka.
Skarżyńska Krystyna. 2005. Człowiek a polityka. Zarys psychologii politycznej. Warszawa: Wydawnictwo Naukowe Scholar.
Sloam James. 2007. “Rebooting democracy: Youth participation in politics in the UK”. Parliamentary Affairs 60(4): 548–567. doi: 10.1093/pa/gsm035.
Solhaug Trond. 2006. “Knowledge and self-efficacy as predictors of political participation and civic attitudes: With relevance for educational practice”. Policy Futures in Education 4(3): 265–278. doi: 10.2304/pfie.2006.4.3.265.
de Sousa Santos Boaventura. 1998. “Participatory budgeting in Porto Alegre: Toward a redistributive democracy”. Politics & Society 26(4): 461–510. doi: 10.1177/0032329298026004003.
Stetsenko Anna. 2011. From relational ontology to transformative activist stance on development and learning: Expanding Vygotsky’s (CHAT) project. In: Marxism and education, P.E. Jones (ed.), 165–192. New York: Palgrave Macmillan. doi: 10.1057/9780230119864_8.
Szkudlarek Piotr. 2016. „Płeć studentów a ich aktywność społeczna. W świetle badań nad kapitałem społecznym”. Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu 449: 573–583. doi: 10.15611/pn.2016.449.50.
Tonge Jon. 2009. “Revitalising politics: Engaging young people”. Representation 45(3): 237–246. doi: 10.1080/00344890903129418.
Tormey Simon. 2015. The end of representative politics. Malden, MA: Polity Press.
Torney-Purta Judith. 2002. “The school’s role in developing civic engagement: a study of adolescents in twenty-eight countries”. Applied Developmental Science 6(4): 203–212. doi: 10.1207/S1532480XADS0604_7.
Torney-Purta Judith, Rainer Lehmann, Hans Oswald, Wolfram Schulz. 2001. Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. Amsterdam: International Association for the Evaluation of Educational Achievement. https://eric.ed.gov/?id=ED452116 [access: 13.01.2021].
Verba Sidney, Norman H. Nie. 1972. Participation in America: Political democracy and social equality. New York: Harper & Row.
Verba Sidney, Kay L. Schlozman, Henry E. Brady. 1995. Voice and equality: Civic voluntarism in American politics. Cambridge: Harvard University Press.
Wygotski Lew S. 1971. Wybrane prace psychologiczne. Warszawa: Wydawnictwo Naukowe PWN.
Żerkowska-Balas Marta, Michał Wenzel. 2020. “Education through democracy – civic activation of the youth: Self-reflection on program evaluation methodology”. Journal of Social Science Education 19(2): 60–74. doi: 10.4119/jsse-2353.
https://mlodziglosuja.ceo.org.pl/ [dostęp: 01.01.2021]
