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ERIC Number: ED498626
Record Type: Non-Journal
Publication Date: 2007
Pages: 24
Abstractor: ERIC
Reference Count: 11
ISBN: ISBN-1-8457-2629-4
Six Approaches to Post-16 Citizenship: 6. Citizenship through Research Projects
Fettes, Trisha
Learning and Skills Network (NJ1)
Citizenship enables young people to learn about their rights and responsibilities, to understand how society works, and develop knowledge and understanding of social and political issues. Through citizenship education young people are encouraged to take action on issues of concern to themselves and to play an active part in the democratic process, thereby becoming more effective members of society. They are encouraged to express their views, to have a voice and make a difference to the communities in which they operate, and to reflect on what they have learnt. This title in the "Post-16 Citizenship Support Programme" series discusses citizenship through research projects. Citizenship research projects can be undertaken by individuals or by groups. Involving young people in choosing the citizenship issues to investigate gives their work relevance and increases their motivation. Projects enable them to work at their own pace and level and can be fitted into any length of programme or activity. They encourage learners to explore an issue in greater depth or breadth and to develop and apply skills that are valued in further and higher education, training and employment. Projects also provide opportunities for young people to act as researchers for others. Citizenship research projects are about having a positive effect on the quality of people's lives. They are about seeking improvements, both for the individual and for public and political reasons. All citizenship research projects should offer opportunities to: (1) Develop knowledge and understanding of the citizenship topic, including relevant citizenship concepts; (2) Develop skills in project development and management, including use of source material and other resources, and research-specific skills in collecting, organising and analysing data; (3) Review and reflect on project processes and outcomes, including own learning; and (4) Present findings and conclusions in appropriate media, drawing on the evaluationof evidence. It is important that citizenship research involves action of some kind, with the aim of bringing about change for the better. Projects can, however, take different forms, such as: (1) Reviewing the literature and other documentary evidence in exploring a research question; (2) Exploring a citizenship issue through preparing for and putting on a performance; (3) Conducting a practical; or (4) Developing a product or service. Examples of each are included. Key messages for researchers include: (1) Keeping in mind the goal of the project; (2) Planning well to keep the project small and manageable; (3) Being organised and keeping track of how the research is going and the learning of the researcher; and (4) Treating other people involved in the research with respect. The author notes that citizenship research is not a linear process and that the outcomes of each stage may require re-visiting and making changes to the original plan and re-negotiating with others during the research process. Main stages of a research project are identified as: (1) Getting started (choosing a research topic, deciding on priorities and planning the project); (2) Managing the research (setting things up, using resources, monitoring progress, organising and making sense of the data); and (3) Evaluating and presenting the research: reviewing the research process, researcher learning, and going public. (Contains 14 endnotes.) [This document is part of a series of support materials produced by the Post-16 Citizenship Support Programme. The programme is funded by the Quality Improvement Agency (QIA) and delivered by the Learning and Skills Network (LSN).]
Learning and Skills Network. Regent Arcade House, 19-25 Argyll Street, London, W1F 7LS, UK. Tel: +44-845-071-0800; Fax: +44 20 7297 9001; email:; Web site:
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom