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Teachers’ views on students’ experiences of community involvement and citizenship education

Hampden-Thompson, Gillian; Jeffes, Jennifer; Lord, Pippa; Bramley, George; Davies, Ian; Tsouroufli, Maria; Sundaram, Vanita

Authors

Jennifer Jeffes

Pippa Lord

George Bramley

Ian Davies

Maria Tsouroufli

Vanita Sundaram



Abstract

Based upon the findings of a national survey of school coordinators and leaders on citizenship and community cohesion, this research indicates that teachers perceive their students to feel a sense of belonging to multiple communities, each with their own required actions for effective participation. There appears to be wide variation in the characteristics of students’ engagement in community activities depending on their individual needs and circumstances. While there is convincing evidence of schools successfully implementing strategies to equip students with a conceptual understanding of their roles as citizens, the research also identifies a need to develop students’ practical skills and self-efficacy to interact with their immediate and wider communities. In order to support students to participate most effectively in their communities, there is a need for schools to provide tailored support to those groups of students who may otherwise be least likely to participate in community activities.

Citation

Hampden-Thompson, G., Jeffes, J., Lord, P., Bramley, G., Davies, I., Tsouroufli, M., & Sundaram, V. (2015). Teachers’ views on students’ experiences of community involvement and citizenship education. Education, Citizenship and Social Justice, 10(1), 67-78. https://doi.org/10.1177/1746197914568854

Journal Article Type Article
Publication Date 2015
Deposit Date Sep 1, 2023
Journal Journal of Education, Citizenship and Social Justice
Print ISSN 1746-1979
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 10
Issue 1
Pages 67-78
DOI https://doi.org/10.1177/1746197914568854
Public URL https://durham-repository.worktribe.com/output/1728003
Related Public URLs http://sro.sussex.ac.uk/id/eprint/53141/