学生对法律公民和共同公民概念的理解

Kerenina K. Dansholm
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摘要

本文介绍了一项研究项目的结果,该项目旨在探索年轻人对挪威语中表示公民的两个词的理解:statsborger和medborger,翻译为合法公民和共同公民。我们通过对三所学校的十年级学生进行小组访谈来探讨这个话题。研究结果通过主体地位和能力的视角进行了分析,结果表明,学生们在公共辩论中适当的分类和故事情节,以便将不同的公民主体地位构建为“我们”或“他们”之一。在将公民能力描述为法律、理想或社会能力时,也可以看到二分法和重叠。法律能力,被理解为多数和少数合法公民和共同公民的法律规定的权利,对学生来说不太清楚,有时被社会能力或公共辩论中的言论所模糊,这些言论可能会阻碍少数人的能力。此外,理想的能力或民主价值观往往与公共辩论的修辞相冲突。这些研究结果的主要含义是,公民视角允许对公民主体地位和民主中伴随的能力进行细致入微的探索,包括对少数民族公民可能面临的挑战的探索。明确谁(主体位置)、什么(类别)和如何(故事情节)的民主参与,将使学生对公民身份有更批判性的理解,而不是以价值观为中心的讨论,这通常是公民教育的主要内容。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Students’ understanding of legal citizenship and co-citizenship concepts
This article presents findings from a research project aimed at exploring youth understandings of two Norwegian words for citizen: statsborger and medborger, translated as legal citizen and co-citizen. The topic was explored through group interviews with 10th grade students in three schools. The findings are analysed through the lens of subject positions and capabilities, with the results showing that students appropriate categories and storylines within public debate in order to frame different citizen subject positions as either one of ‘us’ or ‘them’. Dichotomies and overlaps are also visible in descriptions of citizen capabilities as either legal, ideal, or societal. Legal capabilities, understood as the juridically defined rights of majority and minority legal citizens and co-citizens, are less clear to students and are at times obscured by societal capabilities, or the rhetoric within public debate which may hinder minority capabilities. Additionally, ideal capabilities, or democratic values, often stand in conflict with the rhetoric of public debate. The main implication of these research findings is that a citizenship lens allows for a nuanced exploration of citizen subject positions and attendant capabilities within a democracy, including exploration of the challenges that minority citizens may face. Being explicit about the who (subject position), what (categories), and how (storylines) of democratic participation will allow students a more critical understanding of citizenship than the predominantly values centred discussions which are often a staple of citizenship education.
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