Exploring youth citizenship during COVID-19 lockdowns in New Zealand

Q3 Social Sciences

Citizenship Teaching and Learning Pub Date : 2021-06-01 DOI:10.1386/ctl_00052_1

C. Mutch, M. Estellés

引用次数: 4

Abstract

The research presented in this article explores how young people in New Zealand exercised their citizenship during the COVID-19 lockdowns. Building upon the theoretical concepts of ‘actions’ and ‘acts of citizenship’, this qualitative study draws on data from the experiences of 30 young people aged over 16 in the city of Auckland. Data included classroom observations, focus group interviews, individual interviews and the sharing of student artefacts (e.g. posters and videos). The experiences of the participants covered a wide range of engagement in citizenship rights, sites, scales and acts. Our findings offered an alternative to prevailing portrayals of young people as either passive victims or self-centred troublemakers during the COVID-19 pandemic. Lessons for citizenship education are discussed at the end of the article.

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在新西兰COVID-19封锁期间探索青年公民身份

本文介绍的研究探讨了新西兰年轻人在COVID-19封锁期间如何行使公民身份。在“行为”和“公民行为”的理论概念的基础上，本定性研究利用了奥克兰市30名16岁以上年轻人的经历数据。数据包括课堂观察、焦点小组访谈、个人访谈和学生文物(如海报和视频)的分享。与会者的经验包括广泛参与公民权利、地点、规模和行为。我们的研究结果为在COVID-19大流行期间将年轻人描述为被动受害者或以自我为中心的麻烦制造者的普遍形象提供了另一种选择。文章最后讨论了公民教育的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Citizenship Teaching and Learning Social Sciences-Social Sciences (all)

CiteScore

1.00

自引率

0.00%

发文量

期刊介绍： Citizenship Teaching & Learning is published in partnership with the Children’s Identity and Citizenship in Europe Association (CiCea). Citizenship Teaching & Learning is global in scope, exploring issues of social and moral responsibility, community involvement and political literacy. It is a double-blind peer-reviewed journal that advances academic and professional understandings within a broad characterization of education, focusing on a wide range of issues including identity, diversity, equality and social justice within social, moral, political and cultural contexts.