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Students' constructions of citizensh...

Akala, Winston Jumba.

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Students' constructions of citizenship in the United States: A study of 11th-grade students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Students' constructions of citizenship in the United States: A study of 11th-grade students./
作者:	Akala, Winston Jumba.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4086.
Contained By:	Dissertation Abstracts International65-11A.
標題:	Education, Secondary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3153232
ISBN:	9780496137190

Students' constructions of citizenship in the United States: A study of 11th-grade students.
Akala, Winston Jumba.

Students' constructions of citizenship in the United States: A study of 11th-grade students. - 157 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4086.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.

In recent times, increased flow of people and goods across transnational borders has led to questions about the efficacy of citizenship. Already, students are learning a lot about distant places, people, and countries from mass media and interaction with migrants. Basing on the study of 30 eleventh grade students, this researcher investigated constructions of citizenship in the United States. Specifically, the study examined how 11th graders describe citizenship, the sources of students' knowledge about citizenship, and how they manifested it. Further, the study sought to establish how the students' notions about citizenship resonate with the theory and rationale for the social studies. Literature on cosmopolitanism was used as a theoretical framework to guide the study. Cosmopolitanism describes a person who appreciates the whole world and its cultures and he/she feels at home anywhere.

ISBN: 9780496137190Subjects--Topical Terms:

539262
Education, Secondary.

Students' constructions of citizenship in the United States: A study of 11th-grade students.
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500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4086.
500 $a Adviser: Susan E. Noffke.
502 $a Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2004.
520 $a In recent times, increased flow of people and goods across transnational borders has led to questions about the efficacy of citizenship. Already, students are learning a lot about distant places, people, and countries from mass media and interaction with migrants. Basing on the study of 30 eleventh grade students, this researcher investigated constructions of citizenship in the United States. Specifically, the study examined how 11th graders describe citizenship, the sources of students' knowledge about citizenship, and how they manifested it. Further, the study sought to establish how the students' notions about citizenship resonate with the theory and rationale for the social studies. Literature on cosmopolitanism was used as a theoretical framework to guide the study. Cosmopolitanism describes a person who appreciates the whole world and its cultures and he/she feels at home anywhere.
520 $a Data were collected in Fall 2003 using interview, observation, and focused group discussion methods. Data analysis involved processing, condensing, presenting, and making sense of findings (isolation, discussion, and critical analysis of emerging themes). Results show that participants understood the concept of citizenship in concrete terms; they did not differentiate between citizenship on one hand and the responsibilities of citizens on the other; and that the participants knew about and interacted with nationals of other countries mostly through the mass media although they did not understand the essence of multiple citizenship. I concluded that the social studies curriculum helped the students to acquire knowledge about the practical responsibilities of citizens but did little to enhance understanding how these practices relate to the theory of social studies; the participants demonstrated that they had the capacity to participate in deciding and planning the learning experiences of their choice but were never given a chance to do so; and the participants embraced a reasonable level of knowledge about people and activities taking place in other countries. Finally, I suggested that in order to enhance citizenship education, there is need to for teachers, parents, and the education policy makers to work with students---the consumers of education---in developing the desired learning experiences in presently cosmopolitan space.
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