originalityofthe

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Originality of the Collaborative Project and potential contribution to knowledge

The study is set in European countries with different social, economic and political histories all of whom aspire to educate young people as active citizens. Within Europe, however, there are common concerns around the declining interest of young people in political and social affairs and the effectiveness of citizenship education (Beck and Beck-Gernsheim 2002, Bauman 2001). By contrast, there is evidence that young people show interest in a wide range of local and global issues but may feel unprepared or unwilling to act for change (Holden, 2006). By seeking to understand young people’s perspectives, the study will contribute to knowledge on how far specific European countries have successfully motivated and prepared young people as ‘cosmopolitan citizens’ (Osler and Starkey, 2005).

Surveys such as Eurobarometer

(http://europa.eu.int/comm/public_opinion/index_en.htm) track the views of young adults but there is little empirical research about the concerns of pupils and their motivation to act for change. Previous research on young people’s hopes and fears for the future has been spasmodic, reflecting the interests of individual researchers (eg Oscarsson in Sweden, 1996, Hutchinson in Australia, 1996 and Rubin in Finland, 2002). There has been little systematic research into the perspectives of young Europeans about their personal, local and global futures. The originality of this project lies in its focus, in its pan-European context and in the perspectives of 10- 17 year olds, thereby creating new knowledge about age related and cross cultural differences which will inform policy and practice.

The study will use innovative research methods which reflect two key principles: a belief in children’s rights (including the right to be heard and to participate) and a belief in children’s competence, where they are positioned as ‘expert informers and witnesses’ (Wood, 2005; Rudduck and Flutter 2000). The study endorses Gidley and Inayatullah’s (2002) argument that we need to engage young people in dialogue about matters of crucial importance, namely the future of the local and global community.

The first and second elements of the study are common to all five countries. The first element of the study takes an innovative approach to understanding the current concerns of young people and their predisposition to act for change. Originally, it draws on the field of futures education (Hicks, 2002; Slaughter 2004) and researches young people’s views about their personal, local and global futures, with reference to specific local and global issues. It elicits the extent to which they feel prepared and committed to act for change, both now and in the future. It examines the extent to which they feel their home and school experiences have helped them understand and engage with these issues, and their identification of further needs.

The second element investigates the development of pro-social, altruistic behaviour in young people. Embedded in education for citizenship is the teaching of social skills, participation and community action, all of which contribute to building social and cultural capital. Osler and Starkey identify society’s need for ‘cosmopolitan citizens’ who ‘have feelings of concern and interest … with fellow human beings wherever they are situated’ and maintain that such pro-social attitudes must be taught (2005; 23). Others have argued that the younger the child, the more altruistic, and that the development of pro-sociality relates to the internalisation of norms (Sutter, 2005; Gintis 2003). Using the Ultimatum game, (Roth and Prasniker 1991) we examine the extent to which young people are prepared to act pro-socially and altruistically. Research of this nature has not been done systematically with young people across Europe.

The third element is country specific, but related to the overarching aims of the project. Each country will explore a theme particular to its local priorities, drawing on recent policy developments, demographic changes or curriculum initiatives.

Bauman, Z, (2001): The Individualized Society. Cambridge: Polity Press

Beck, U. & Beck-Gernsheim, E. (2002) Individualization: Institutionalized Individualism and its Social and Political Consequences. London : Sage.

Gidley, J and Inayatullah, S (2001) Youth Futures: Comparative Research and Transformative Visions. Westport CT, Praeger.

Gintis, H. (2003) Solving the puzzle of prosociality. Rationality and Society. London; Sage. Vol 15 pp 155 - 187

Hicks, D. (2002) Lessons for the Future: The Missing Dimension in Education. London; Routledge/Falmer.

Holden, C. (2006 forthcoming). Young people’s concerns. In Hicks, D and Holden, C. The Challenge of Global Education: Key principles and effective practice. Routledge

Hutchinson, F. (1996) Educating Beyond Violent Futures. London; Routledge.

Oscarsson, V (1996) Young people’s views of the future. In A. Osler, H.F. Rathenow and H. Starkey (eds) Teaching for Citizenship in Europe. Stoke-on-Trent; Trentham.

Osler, A. and Starkey, H (2005) Changing Citizenship: Democracy and Inclusion in Education. Buckingham, Open UP

Roth, A. and Prasniker, V. (1991) Bargaining and Market Behaviour in Jerusalem, Ljublijana, Pittsburgh and Tokyo: An Experimental Study, American Economic Review 81 1068-95

Rubin, A. (2002) ‘Reflections upon the late-modern transition as seen in the images of the future held by young Finns’. In J. Gidley and S. Inayatullah Youth Futures: Comparative Research and Transformative Visions. Westport, CT, Praeger.

Slaughter, R. (2004) Futures Beyond Dystopia: Creating Social Foresight. London; Routledge/Falmer.

Sutter, M. (2005) On the nature of fair behaviour and its development with age. Max Plank Institute for Economics, Discussion Paper, Strategic Interaction Group. http://ideas.repec.org/s/esi/discus.html