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Highlighting place and space in studies of youth citizenship identities

Tereshchenko, A; (2010) Highlighting place and space in studies of youth citizenship identities. Educação, Sociedade & Culturas (30) pp. 41-56. Green open access

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Abstract

This paper focuses on the importance of spatial perspective as a category of analysis within the field of citizenship theory and research. It draws upon theoretical and conceptual issues of qualitative research, which explored the construction of citizenship identities by young people (aged 15-18) living in two different borderland regions of Ukraine. Specifically, the paper provides a review of theoretical and empirical literature as well as relevant research findings to illustrate how aspects of place and space could be productive for research on citizenship identity and the problematics of belonging. Implications for educational practice are also explored with respect to the possibilities for place-based citizenship education.

Type: Article
Title: Highlighting place and space in studies of youth citizenship identities
Location: Portugal
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.fpce.up.pt/ciie/revistaesc/ESC30/n30a11...
Language: English
Additional information: All content in this journal, except where otherwise noted, is licensed under a Creative Commons License Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Keywords: citizenship identity, place, space, young people, place-based education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research
URI: https://discovery.ucl.ac.uk/id/eprint/1519798
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