|
|
......................................................................................................................................................... Main aims of the Collaborative Research Project Potential impacts of the Collaborative Research Project Originality of the Collaborative Project and potential contribution to knowledge .........................................................................................................................................................
|
|
Research design and methods Within each of the countries we propose to examine different socio-demographic contexts, including both city and small town societies. We have selected three age groups, 10, 14 and 17, including those at the threshold of taking on full political rights, in order to track the development of understanding and engagement. In year one the study will involve 360 students per country, drawn from twelve classes (four in each age range). Schools will be selected to reflect the socio-economic and cultural contexts of each locality, as detailed in each individual project. The study will be repeated in year two, with a new cohort of young people, in order to ascertain the extent to which their responses are related to events reported in the media and to allow for refinements to the questions as a result of feedback from young people. The research design is cumulative and iterative and uses mixed methods. For elements one and two of the study, a common set of data-gathering instruments will allow us to track similarities and differences between the respondents and their contexts. Data will be gathered with the full consent of the participants and their guardians, and will be reported anonymously. Full ethical clearance will be sought in each country. The first element uses an initial questionnaire which will contain both open ended and closed questions. It focuses on three key areas: hopes and fears for the personal, local and global futures, understanding of local and global issues and action for change. Semi-structured interviews with selected groups will further probe pupils’ understanding in these areas. These tools have been piloted (Holden, 2006) and will be further refined for this study. The second element uses the Ultimatum Game to investigate the development of pro-social altruistic behaviour. Both the research tool and the context are innovative. Pairs of researchers will use mobile phones within countries in year one and across countries in year two to enable the game to be played at a distance. The game is played between pairs of young people of the same age in each location, on one occasion only. One splits a potential reward, in any ratio they wish: the other may accept the split (in which case both receive their share) or reject the proposal (in which case neither receive anything) (Roth and Prasniker 1991). Following the game all participants will be interviewed briefly and asked to explain their decisions and responses. These data will illuminate similarities and differences across gender, age and nationality. The focus and research design for the third element of the study, which is country-specific The Polish study will focus on the personal resources brought by pupils (values, attitudes, responsibility and temperament), and how these modify their hopes and fears and perceptions of social and global issues. It will examine the relationship between pupils’ social activity and pro-social behaviour and these personal resources. The findings will suggest how citizenship education programmes might be adapted to meet pupil needs. The Turkish study will focus on media directed at the young population of Turkey. Claims that contemporary media (internet, TV, computers, DVD) foster unrealistic fears and hopes in young people will be examined through questionnaires and studies of interactions in small groups. Findings will inform educators as they devise appropriate pedagogy for European citizenship and media education. Citizenship education is currently being introduced in Spain. The Spanish study will investigate teachers’ views on how the subject should be introduced into schools, with reference to concepts, values and skills and pedagogy. This data, gathered largely through questionnaires, will be of particular value to policy makers and practitioners involved in teacher training. 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 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 |
|
|
