2004
Volume 36, Issue 1
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

Whilst research into the theory and practice of narrative learning in adult and religious education has gained popularity in the last decade, this type of research is still scarce in the area of civic education. This article reports the first results of a theoretical social scientific inquiry into key characteristics of narrative learning in democratic citizenship education. The framework for narrative learning in civic education that resulted from this study envisions how students can develop their narratives on three components of democratic citizenship identity (citizenship philosophy; civic self-image and democratic learning experiences) through learning from narratives; through engaging in the process of narrating; and through locating one’s citizenship narratives. By developing the framework this study aims to contribute to the theory and practice of education for personal, civic and professional development.

Loading

Article metrics loading...

/content/journals/10.5117/PED2016.1.GROO
2016-03-01
2021-09-27
Loading full text...

Full text loading...

/deliver/fulltext/15677109/36/1/02_PED2016.1.GROO.html?itemId=/content/journals/10.5117/PED2016.1.GROO&mimeType=html&fmt=ahah
http://instance.metastore.ingenta.com/content/journals/10.5117/PED2016.1.GROO
Loading
/content/journals/10.5117/PED2016.1.GROO
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): civic education; learning democracy; narrative identity; narrative learning theory
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error