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![Page 1: Student Initiatives in Values Education, Civics and Citizenship Education and Inclusive Student Voice What are we learning? Roger Holdsworth r.holdsworth@unimelb.edu.au.](https://reader030.fdocuments.net/reader030/viewer/2022032705/56649db35503460f94aa2ef4/html5/thumbnails/1.jpg)
Student Initiativesin Values Education, Civics and Citizenship
Education and Inclusive Student Voice
What are we learning?
Roger Holdsworth
![Page 2: Student Initiatives in Values Education, Civics and Citizenship Education and Inclusive Student Voice What are we learning? Roger Holdsworth r.holdsworth@unimelb.edu.au.](https://reader030.fdocuments.net/reader030/viewer/2022032705/56649db35503460f94aa2ef4/html5/thumbnails/2.jpg)
Abiding Challenges and Directions
Basic ideas: effective learning partnerships between students and teachers:
Underlying ideas about the changing nature of young people’s role in society - valuing young people?
Hence changed nature of schools’ responsibility
Thus: youth and student participation approachesThus: youth and student participation approaches
Emerges as: Middle years Civics and citizenship education Student voice Student engagement (deep engagement)
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A values approach to active participation
Student participation - not a ‘thing’‘thing’ or ‘project’‘project’, but an underlying orientationorientation: ‘verb’ not ‘noun’ Commitment to respecting & trusting students Strengths-based: commissioning students as
‘experts’ Investigative: querying issues and challenging
students Experiencing real consequences and action:
making a difference Inclusive: especially of ‘marginalised’ students
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Today …Today …
WHY? - background ‘theory’ Some examples - practical ideas Some learnings - irrespective of
what you do Some reflections about Values
and CCE …
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Changed roles…
“In the family, the young remain, while the activities from which they could learn have moved out; in the workplace, the activities from which they could learn remain, but the young themselves have been excluded…
“The student role of young persons has become enlarged to the point where that role constitutes the major portion of their youth. But the student role is not a role of taking action and experiencing consequences… It is a relatively passive role, always in preparation for action, but never acting …”
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Action Poverty…
“The consequences of the expansion of the student role, and the action poverty it implies for the young, has been an increased restiveness among the young.
“They are shielded from responsibility, and they become irresponsible; they are held in a dependent status, and they come to act as dependents; they are kept away from productive work, and they become unproductive.”
James Coleman (1972) How do the young become adults?, Johns Hopkins University
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Deferred Outcomes - Deferred Value!
• Outcomes in schools are deferred to a future - “useful in a job or when you study further”
• For some students, outcomes of this future are highly uncertain … and they know this
• But also lessons for all students: “Your only value is in what you will become, not what you are or can do today…”
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Deferred Citizenship…
“Learning about democracy and
citizenship when I was at school, was a bit like
reading holiday brochures in prison…”
Derry Hannam, English School Inspector and adviser/trainer for the Council of Europe on Education for
Democratic Citizenship
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Development of a strong self-concept
control bonding
meaning
Sense of control: capability, competence, impact on one’s own environment, power over one’s self, use of social/life skills, power to change one’s self and environment
Sense of bonding: with family/peers/community, to feel/be wanted, to feel/be loved, to belong, to have basic needs met
Sense of meaning: to feel important, to feel relevant, self-esteem, sense of dignity/honour, able to accomplish tasksAfter Nancy Phillips, 1990
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Arenas of Participation
In young people’s own organisations
(SRCs, JSCs, Student Councils) In formal decision-making processes
(representation on School Council etc) In action/classrooms/curriculum
(cross-age and peer tutoring, community research and action, resource production, oral histories, media production, job creation etc)
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We just want to have
a say!
We really want to see some
action!
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Critiques of Traditional Student Council Approaches
Who gets to be involved? About what? Links to students and school
decision-making Non-curricular Ineffective
See: Student Councils and Beyond.R Holdsworth (2005); via Connect
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Student Participatory Student Participatory Curriculum ApproachesCurriculum Approaches
Cross-age and peer tutoring Media production (print, radio, TV) Oral histories Job/Work Creation (Enterprise) Resource production Peer mediation, support, intervention Community research and action ….
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Expertise
• Need to see students as expert voices and actors because of their specific experiences
• Eg cross-age tutoring program: choose students to tutor in areas in which they are failing because of their knowledge of ‘failure’
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Student Action Teams
Student Action Teams involve a group of students who work on a real, identified issue of community interest. The students carry out research on the topic and develop solutions – either proposals for others or action they then take.
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SAT Principles:
• An active role for young people as part of their community;
• Young people as community investigators;
• Young people doing something that makes a difference or brings about change;
• Programs that involve learning and meet academic goals
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SAT Examples
• Community safety (Statewide, 2000, 2002)• Traffic safety (Darebin, 2003)• Environment (Darebin, 2005, 2006)• Police relations (Werribee, 2003)• Intergenerational conflict (Bright, 2000)• Bullying (Doncaster, 2002)• Values (Manningham, 2006, 2007; Darebin 2007)• School Engagement (Preston/Thornbury, 2007-9)• Transition (East Bentleigh + NSW, 2009)
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Specific Examples
• Altona SC: SAT investigates and recommends on truancy• Taylors Lakes PS: SAT investigates common student
concerns about transition, finds answers and publishes booklet for all families
• Doncaster SC: SAT investigates bullying in school and community and leads school initiatives
• Wanganui Park SC: SAT investigates ‘image’ of suburb and takes action to improve it
• Primary school in Geelong: SAT investigates location of school crossing and approaches local Council to change it… etc
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Topics for SATs
Real (authentic) - not hypothetical
Uncertain outcomes - real questions
Of concern to young people (important, engaging)
Open to action and change
Substantial - needs research
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SAT in Operation: Overall Structure
• Engagement Event (Forum 1)• Research Phase:
what is the issue? what do we know
about it?• Research Reporting Event (Forum 2)• Action Phase:
what will we change? what will we do?• Action Reporting Event (Forum 3)
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SAT Flow Chart…SAT Flow Chart…
RESEARCH PHASE
ACTION PHASE
Engagement Event
Research Reporting Event
Action Reporting Event
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Some examples of process: Traffic Safety - data on accidents
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One Student’s Response…
(traffic safety)
“When I saw these figures, I was
first of all surprised, then angry,
then determined to do something
about them!”
Primary school student, Preston, 2003
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Some examples of process:
Traffic Safety - data on accidents Environment - sharing their
knowledge of area
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A Wider Challenge:
Are we happy for our students to be servants of our communities?
How can we build students as shapersshapers of their uncertain
communities?
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“Student Action Teams are about supporting young people to
question, construct and develop the sorts of multiple communities in which they live and wish to live.”
Connect, 2004
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Some examples of process:
Traffic Safety - data on accidents Environment - sharing their
knowledge of area Values - sharing their information
on school values
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One Student’s Response… (Values
Education)
“( … sniff sniff … )
We didn’t get to
choose ‘integrity’,
and I wanted to do
integrity so I would
understand what it
meant!”Primary school student,
Manningham cluster, 2005
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The role of metaphor:
‘Thank God You’re Here!’ Curating a ‘Museum of Values’ Mission Impossible … Researcher or CSI (Crime Scene
Investigator) ‘Where’s the Evidence?’ game show
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Fun!Importance of funfun, but …
“… It doesn’t have to be fun all the time; not fun, just
worthwhileworthwhile.”(student)
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Some examples of process:
Traffic Safety - data on accidents Environment - sharing their
knowledge of area Values - sharing their information
on school values Engagement - body-mapping, the
‘switch-o-meter’ etc
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eg Engaging students abouteg Engaging students about Student EngagementStudent Engagement
What does engagement mean?
“Oh you mean whether we’re switched on or witched off?”
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but then …
“It’s not as simple as ‘on’ or ‘off’; you can have different different levelslevels of engagement.”
“How could we show this?”
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Further questions …
“What influences the level of engagement?”
“Can you control it?”
“I wonder how the level of engagement changes during the school day?”
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Taking ‘Pulse’ ReadingsTaking ‘Pulse’ Readings
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Analysing EngagementAnalysing Engagement
5/6J Engagement Pulse (Tuesday 19 June)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Times of the Day
En
gag
emen
t L
evel
s
Class Average Engagement 2.35 2.99 3.30 3.26 3.17 2.78 3.13 2.85 3.09 2.86 3.32 2.92 3.18 3.14
Boys Average Engagement 2.27 2.92 3.21 3.09 3.13 2.27 3.06 2.29 2.67 2.23 2.92 2.27 3.06 2.85
Girls Average Engagement 2.45 3.08 3.40 3.47 3.23 3.40 3.20 3.53 3.60 3.63 3.80 3.70 3.33 3.48
9.00 9.30 10.00 10.30 11.00 11.30 12.00 12.30 1.00 1.30 2.00 2.30 3.00 3.30
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since then …
Decisions about action - student-run excursions
Theory: “the more we know about engagement, the more we’re engaged”
Assessing impact: “how do we know we’ve made a difference?”
2009: sharing our story
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Practical Issues
• Which students? and How select?
• Curriculum location:• Ad hoc/withdrawal• Responsible to SRC• Within a class
• Time frame
• Teacher support/time
• Skill training
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Some things we’re learning:
Real issue - as seen by students and others
Commissioning - role of the ‘outsider’ for task, audience (presentations), task-setting
Uncertainty - not pre-arranged outcomes; students and teachers as co-researchers
Time for research - no ‘quick answers’; avoid moving to action too fast (but need for action too)
Inclusiveness - not just the ‘good’ kids; the importance of ‘expertise’
Questioning - the importance of the questions that drive us to the next stage
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SATs, Values & CCESATs, Values & CCE
VV and and VV (like Garth Boomer’s ideas of
‘Negotiation’ and ‘negotiation’: ‘Values’ and ‘values’) - implicit and explicit?
‘Values education’ underlies the SAT approach: valuing students (respect, doing your best, giving responsibility, care and compassion, etc etc)
Making values explicit within SATs ‘Active citizenship’: real and valued roles
within communities
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Three-Way Test of Value
Value to the Participants: student choice; active commitment; makes sense to them
Community Value: active, hands-on; audience beyond the classroom; seen to be of value by the community
Academic Value: involves learning; meets or exceeds mandated curriculum goals; shared knowledge of what these goals are
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Resources:
Connect magazine: $33 per year (6 issues): 12 Brooke Street, Northcote 3070
Student Councils and Beyond: 108 page book: $33 ($27.50 for Connect subscribers)
Student Action Teams: 90 page book: $33 ($27.50 for Connect subscribers)
Reaching High: 120-page book on student-run literacy camps + DVD: $33 ($27.50 for Connect subscribers)
These last three: order from Connect: www.geocities.com/rogermhold/Connect
Student Action Team Manual: on-line at: www.eduweb.vic.gov.au/edulibrary/public/curricman/middleyear/StudentActionTeamsManual2003.pdf
Australian Youth Research Centre reports on Student Action Teams: Working Paper 21 + Research Report 22: 03 8344 9633 or [email protected]