| 1. |
- Andersson, Erik, 1979-
(författare)
-
Situational political socialization : a normative approach to young people’s adoption and acquisition of political preferences and skills
- 2015
-
Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 18:8, s. 967-983
-
Tidskriftsartikel (refereegranskat)abstract
- Research on young people’s political socialization has had an adult-centered top–down bias in which young people are considered incomplete and in need of the right upbringing. The article attempts to balance this bias. The aim is to introduce and argue for another normative approach – situational political socialization. Four theoretical elements constitute its basis: (1) the political, (2) contingency (the principle of the public sphere), (3) space and place, and (4) situation. In the contingent western digital media society marked by cultural dissemination, individualism, and the erosion of traditional institutions, situational political socialization represents a normative basis for a research approach which is open, action-oriented and contextualized, viewing young people as political actors in their own right.
|
|
| 2. |
- Andersson, Erik, 1979-
(författare)
-
The pedagogical political participation model (the 3P-M) for exploring, explaining and affecting young people’s political participation
- 2017
-
Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 20:10, s. 1346-1361
-
Tidskriftsartikel (refereegranskat)abstract
- In young people’s political participation in public decision-making, research and youth policy may benefit from a participation model that is pedagogical and sensitive to context. Due to the limitations of established participation models, the pedagogical political participation model (referred to here as the 3P-M) is suggested. The 3P-M is a theoretical and methodologically embedded model that builds on three observations: (1) that young people (as a category) are always presented as dependent on and subordinate to adults (decision-makers) in public decision-making, (2) that participation cannot be quantitatively measured without being normative and insensitive to context and (3) that different types of pedagogical leadership determine what kind of political participation is possible. The 3P-M offers an analytical framework for practitioners, policymakers and researchers to identify, explain and affect public pedagogical settings and situations in which young people politically participate.
|
|
