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Student Initiatives in Values Education, Civics and Citizenship Education and Inclusive Student Voice

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Student Initiatives in Values Education, Civics and Citizenship Education and Inclusive Student Voice What are we learning? Roger Holdsworth r.holdsworth_at_unimelb.edu.au – PowerPoint PPT presentation

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Title: Student Initiatives in Values Education, Civics and Citizenship Education and Inclusive Student Voice


1
Student Initiativesin Values Education, Civics
and Citizenship Education and Inclusive Student
Voice
  • What are we learning?
  • Roger Holdsworth
  • r.holdsworth_at_unimelb.edu.au

2
Abiding Challenges and Directions
  • Basic ideas effective learning partnerships
    between students and teachers
  • Underlying ideas about the changing nature of
    young peoples role in society - valuing young
    people?
  • Hence changed nature of schools responsibility
  • Thus youth and student participation approaches
  • Emerges as
  • Middle years
  • Civics and citizenship education
  • Student voice
  • Student engagement (deep engagement)

3
A values approach to active participation
  • Student participation - not a thing or
    project, but an underlying orientation 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

4
Today
  • WHY? - background theory
  • Some examples - practical ideas
  • Some learnings - irrespective of what you do
  • Some reflections about Values and CCE

5
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
6
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
7
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

8
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
9
Development of a strong self-concept
10
Arenas of Participation
  • In young peoples 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)

11
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12
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13
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

14
Student Participatory Curriculum 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 .

15
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

16
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.
17
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

18
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)

19
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

20
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

21
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)

22
SAT Flow Chart
Engagement Event
RESEARCH PHASE
Research Reporting Event
ACTION PHASE
Action Reporting Event
23
Some examples of process
  • Traffic Safety - data on accidents

24
One Students 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
25
Some examples of process
  • Traffic Safety - data on accidents
  • Environment - sharing their knowledge of area

26
A Wider Challenge
Are we happy for our students to be servants of
our communities? How can we build students as
shapers of their uncertain communities?
27
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
28
Some examples of process
  • Traffic Safety - data on accidents
  • Environment - sharing their knowledge of area
  • Values - sharing their information on school
    values

29
One Students Response (Values Education)
( sniff sniff ) We didnt get to choose
integrity, and I wanted to do integrity so I
would understand what it meant! Primary school
student, Manningham cluster, 2005
30
The role of metaphor
  • Thank God Youre Here!
  • Curating a Museum of Values
  • Mission Impossible
  • Researcher or CSI (Crime Scene Investigator)
  • Wheres the Evidence? game show

31
Fun!
Importance of fun, but It doesnt have to
be fun all the time not fun, just
worthwhile. (student)
32
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

33
eg Engaging students about Student Engagement
What does engagement mean?
Oh you mean whether were switched on or witched
off?
34
but then
  • Its not as simple as on or off you can
    have different levels of engagement.
  • How could we show this?

35
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36
Further questions
  • What influences the level of engagement?
  • Can you control it?
  • I wonder how the level of engagement changes
    during the school day?

37
Taking Pulse Readings
38
Analysing Engagement
39
since then
  • Decisions about action - student-run excursions
  • Theory the more we know about engagement, the
    more were engaged
  • Assessing impact how do we know weve made a
    difference?
  • 2009 sharing our story

40
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

41
Some things were 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

42
SATs, Values CCE
  • V and V (like Garth Boomers 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

43
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

44
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/C
onnect Student Action Team Manual on-line at
www.eduweb.vic.gov.au/edulibrary/public/curricman/
middleyear/StudentActionTeamsManual2003.pdf Austr
alian Youth Research Centre reports on Student
Action Teams Working Paper 21 Research Report
22 03 8344 9633 or yrc-info_at_unimelb.edu.au
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