NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1252890
Record Type: Journal
Publication Date: 2020
Pages: 23
Abstractor: As Provided
ISSN: ISSN-0305-7925
Young Children's Citizenship Membership and Participation: Comparing Discourses in Early Childhood Curricula of Australia, New Zealand and the United States
Phillips, Louise Gwenneth; Ritchie, Jenny; Adair, Jennifer Keys
Compare: A Journal of Comparative and International Education, v50 n4 p592-614 2020
Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions of children as citizens and opportunities for young children's civic participation. They sought to locate how children are positioned as citizens and what opportunities there are for young children's citizenship participation in national early childhood curricula documents of Australia, New Zealand and the United States. Illustrative examples of children's citizenship membership and participation from the three nations' early childhood curricula were critically read to locate how prevalent discourses of children, childhood and citizenship in each nation define children as citizens and shape possibilities for citizenship participation for young children.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand; United States
Grant or Contract Numbers: N/A