Titlebook: Education, Democracy and Inequality; Political Engagement Bryony Hoskins,Jan Germen Janmaat Book 2019 The Editor(s) (if applicable) and The

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漂泊

Learning Political Engagement,erent conceptual models of learning: one a cognitive model based on the acquisition of knowledge, and the other, a constructivist model based on active participation and co-construction of meaning. The chapter identifies how both theories can be useful in understanding the learning of political enga

GEM

Access to Forms of Political Learning,in, which help explain the relationship between socioeconomic background and the learning of political engagement in the home, and how this then influences the access to learning political engagement in the school environment. In addition, we draw on the social theory of Bowles and Gintis to explain

Corroborate

,Social Gaps in the Forms of Learning and Political Engagement: 11–16-Year-Olds in England, it tests if young people (11–16) from more disadvantaged backgrounds have less access to the learning for political engagement in the form of political activities at school and an open classroom climate. Then, second, it tests if young people from more disadvantaged backgrounds actually gain more f

eucalyptus

England in a Comparative Light: Lower Secondary,le to provide equality of access to political learning and to minimise social disparities in political engagement than England. It also assesses whether these disparities are related to characteristics of national education systems. The chapter uses the 2009 International Civic and Citizenship Educa

myelography

Learning Political Engagement in Further and Higher Education in England,ement, using the longitudinal data of Citizenship Education Longitudinal Study (CELS). It finds that the educational tracks between ages 14–19 have an independent effect on political engagement and that undertaking a degree has an additional effect on top of this. Young people with both academic (as

myelography

aplomb

無(wú)瑕疵

分貝

xplains the basics of the theory developed for this book on how low levels of political engagement are socially reproduced between generations and the role that education plays in this process. The role of access to political learning is identified as a critical factor within this process.