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1. What do educational science and the public good mean in the context of educational research for social justice?; Alistair Ross -- 2. Snake oil or hard struggle? Research to address the reality of social injustice in education; Ian Menter -- 4. Accountability, social justice and educational research; Merryn Hutchings -- 4. Who gets to be creative in class? Creativity as a matter of social justice in secondary English lessons; Andrew McCallum -- 5. Between home and school: Mobilising 'hard to reach' white British parents to engage with their children's education; Nathan Fretwell -- 6. Ability to learn, or ability to pay? How family and finance influence young people's higher education decisions in Scotland; Sarah Minty -- 7. Inequality, social mobility and the 'glass floor': How more affluent parents secure educational advantage for their children; Merryn Hutchings -- 8. In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good; Jayne Osgood -- 9. The masculinisation of the teaching profession or gynophobia as education policy; Marie-Pierre Moreau -- 10. Gender and the politics of knowledge in the academy; Barbara Read and Carole Leathwood -- 11. Curriculum diversity and social justice education: From New Labour to Conservative government control of education in England; Uvanney Maylor -- 12. The construction of political identities: young Europeans' deliberation on 'the public good'; Alistair Ross -- 13. Can educational programmes address social inequity? Some examples from Europe; Nanny Hartsmar, Carole Leathwood, Alistair Ross and Julia Spinthourakis -- 14. The problem of the public good and the implications for researching educational policies for social justice; Alistair Ross. .

This book examines how young people inEuropeconstruct their political identities. Based on small discussion groups with 2000 young people across 29 European states, Alistair Ross explores how 13 to 20 year oldsbuild identities in contemporary society, creating contingent narratives of local, national and European identities with families, friends and social media. As well as exploringwhat these kaleidoscopic identities look like and the sources they draw on, it also examineshowthese accounts are assembled and integrated with each other. The study uses deliberative discussions to allow young people to develop their own constructs and terms in conversation with each other. This analysis presents a complex polyphonic of political beliefs and values of rights, which young Europeans attach to political structures and institutions that often transcend traditional boundaries of state and nation. Finding Political Identitieswill be of interest to postgraduate students and academics across Education, Sociology, Politics and European Studies, especially those with a focus on Social Constructionism, Citizenship, Identity Studies, Social Policy, and Youth Studies.

This article argues that many young people (11 to 19) in Europe articulate a construction of their identity that includes European element. This articulation is often initially made in instrumental terms, but through deliberative discussion can move to become more idealistic. The data is drawn from over 300 small discussion groups across 29 European countries, and it suggests that the 'specific risks' to European values described by the Council of Europe in 2011 are not held by the younger generation. Contemporary and local political events were used in discussion to construct ideas of Europe as representing, for them, a relatively unique phenomenon of a group of countries who they felt shared similar conceptions of human rights, and who sought to enforce them. These included the acceptance of diversity (in terms of sexuality, gender and ethnicity), of freedom of expression within particular limits, of the obligations of countries to organise social services, and of participation in democratic processes. Discussion groups were held over the 2010 to 2016 period. The methodology adopted was particularly non-directive, and each discussion moved according to the interests of the group, so no quantitative analysis of this phenomenon is possible; but the overall impression is of a generation of young people who largely express support for rights-based societies, and reject intolerance, nationalism and authoritarian behaviours. The methodology used may have potential pedagogic implications.

Abstract

This article surveys some of the theoretical bases of identity and citizenship and their implications for potential European identity and citizenship, and relates these to the CiCe network of teacher educators and others. CiCe (Children's identity and Citizenship in Europe) is a European Commission supported network of 100 European Universities, in 19 countries, who have worked together since 1998 in building links in higher education courses and research, in the education of teachers, social pedagogues and early childhood workers who teach about identity and citizenship education in the schools, preschools and colleges of our countries. It is argued that the current European context is contributing to changes in the way we construct identity and citizenship, that are necessarily reflect in the teaching and learning in our schools. To be effective, education for active citizenship must address and encompass both the nature of multiple identities and the extension of civic rights to minorities, and in particular that a focus on the possible enhancement of rights will provide a powerful vehicle for learning through deliberative democracy. Current European developments provide a particularly useful setting in which young people's attitudes to citizenship and identity can be explored.

Este artículo examina las bases teóricas de la ciudadanía y de la identidad así como algunas de sus implicaciones en la potencial identidad y ciudadanía Europea, y su relación con la red CiCe de maestros, educadores y otros. CiCe (Children's identity and Citizenship in Europe, 'Identidad y Ciudadanía de los niños en Europa') es una Comisión Europea respaldada por una red de 100 Universidades Europeas, en 19 países, quienes han trabajado juntas desde 1998 construyendo lazos en cursos de educación superior e investigación, en la educación de los maestros, pedagogos sociales y trabajadores para niños de edad temprana, quienes enseñan acerca de la identidad y educación de ciudadanía en las escuelas, jardines de niños y colegios de nuestros países. Se argumenta que el actual contexto europeo esta contribuyendo al cambio de la forma en que Europa construye su identidad y ciudadanía, y que este es necesariamente reflejado en la forma de enseñar y aprender en nuestras escuelas. Para ser efectiva, la educación activa de ciudadanía debe abarcar y ocuparse de la naturaleza de multiples identidades y la extensión de los derechos civiles de las minorías, así como particularmente enfocarse en la posible mejora de estos derechos, ya que estos son un poderoso vehículo para el aprendizaje a través de la democracia deliberativa. Actuales desarrollos Europeos proveen una particular y útil plataforma en la cual las actitudes de los jóvenes hacia la identidad y ciudadanía pueden ser exploradas.