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Citizenship discourses: production and curriculum
Stockholm University, Sweden.
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och Folkbildning)
Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
University of Stirling, UK.
2015 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, 1036-1053 p.Article in journal (Refereed) Published
Abstract [en]

This paper explores citizenship discourses empirically through upper secondary school students understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen a knowledgeable citizen, a responsive and holistic citizen, and a self-responsible freecitizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.

Place, publisher, year, edition, pages
Routledge, 2015. Vol. 36, no 7, 1036-1053 p.
Keyword [en]
citizenship education; citizenship discourses; curriculum; citizenship; Foucault; condition of possibility
National Category
URN: urn:nbn:se:liu:diva-105474DOI: 10.1080/01425692.2014.883917ISI: 000361951400004ScopusID: 2-s2.0-84894256460OAI: diva2:707585
Available from: 2014-03-25 Created: 2014-03-25 Last updated: 2015-10-26Bibliographically approved

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Fejes, AndreasDahlstedt, Magnus
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Education and Adult LearningFaculty of Educational SciencesREMESO - Institute for Research on Migration, Ethnicity and SocietyDepartment of Social and Welfare StudiesFaculty of Arts and Sciences
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British Journal of Sociology of Education

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