Social justice storytelling and young children's active citizenship

Article

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. https://doi.org/10.1080/01596301003786993
Article Title

Social justice storytelling and young children's active citizenship

ERA Journal ID34674
Article CategoryArticle
Authors
AuthorPhillips, Louise G.
Journal TitleDiscourse: studies in the cultural politics of education
Journal Citation31 (3), pp. 363-376
Number of Pages14
Year2010
PublisherTaylor & Francis
Place of PublicationAbingdon, Oxon. United Kingdom
ISSN0159-6306
1469-3739
Digital Object Identifier (DOI)https://doi.org/10.1080/01596301003786993
Abstract

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.

Keywordschildren's citizenship; constructs of children; political; social actions; storytelling; transformative education
ANZSRC Field of Research 2020390107. Humanities and social sciences curriculum and pedagogy (excl. economics, business and management)
390302. Early childhood education
440802. Citizenship
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Byline AffiliationsFaculty of Education
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