Alistair G Ross - Academia.edu (original) (raw)
Papers by Alistair G Ross
REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Este artículo examina las bases teóricas de la ciudadanía y de la identidad así como algunas de s... more 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 efe...
This report, commissioned by the Mayor of London, follows on from a major piece of research also ... more This report, commissioned by the Mayor of London, follows on from a major piece of research also commissioned by the Mayor through the London Development Agency to examine the educational experiences of black boys in London, 2000-03 (2004). That report considered in great detail the reasons for the continuing underachievement of black boys in schools when compared to their peers. This report seeks to build on that research by seeking the views of black teachers about their contribution in raising achievement for black children, and also to consider what steps are necessary to address the problems of recruiting and retaining a representative teaching workforce for London. This study was commissioned with three main aims. These were to examine: • the factors with the greatest impact on the recruitment, development, progression and retention of black teachers in London • the views of black teachers and parents as to the factors affecting the educational achievement of black pupils • th...
London Review of Education, 2020
This article argues that many young people (11 to 19) in Europe articulate a construction of thei... more This article argues that many young people (11 to 19) in Europe articulate a construction of their identity that includes a 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 organize social services, and of partic...
Societies, 2018
Young people in Europe are often described as apolitical non-participants in the civic culture of... more Young people in Europe are often described as apolitical non-participants in the civic culture of their own states and the European Union (EU). Using empirical data based on group discussions (n = 324) in 29 European states (104 locations; 2000 young people aged between 11 and 19), this paper challenges this, and suggests that many young people have distinct political views and are motivated to participate in both political discussions and traditional and non-traditional forms of participation. They are particularly interested in a range of current issues, largely around human rights, migration and (anti-)nationalism, and the article illustrates this with examples from a range of countries. Human rights issues raised concerned their perception of contemporary injustices, which were constructed as European values and formed a significant element in their self-identification as Europeans, and a general unwillingness to be identified with ‘the nation’. This broad pan-European analysis ...
Journal of Educational Media, Memory, and Society, 2019
This article is based on an analysis of the treatment of the European Union in a sample of textbo... more This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.
Finding Political Identities, 2018
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Revija za sociologiju, 2017
The article analyses how young people in Croatia conceptualise their identities in terms of "plac... more The article analyses how young people in Croatia conceptualise their identities in terms of "place identifications", a type of social identification that captures membership of a group of people who are defined by their location. It is based on focus group discussions conducted with 68 elementary and secondary school students aged between 11 and 17 in three urban localities in Croatia: Rijeka, Zagreb and Zadar. The concepts guiding the analysis included place identifications, the civic and cultural components of national identity and intersectionality. The study found that students displayed a strong identification with the region they are from through a discourse of stereotypes along the coastal-inland, rural-urban and north-south distinctions. National cultural identities and liminal European-Balkan identities were equally strong providing interesting examples of inclusion and othering. The young people showed a sense of aspiring to be European, of feeling almost European, of being not-quite-yet European, of being "Balkan". There was a common sense of the Balkan-European divide being a line that stood very slightly to the northwest of wherever the students happened to be: there was Europe, generally beckoning-but they were on a threshold and still leaning towards the Balkan side, described as impolite, quarrelsome, underdeveloped and littered. The study suggests complex and kaleidoscopic identity constructions of young people in Croatia in which different and even opposed elements do not exclude each other but rather coexist in various ways.
The evidence, as far as it goes, suggests that over the latter half of the 20 th century there wa... more The evidence, as far as it goes, suggests that over the latter half of the 20 th century there was little change in the proportion of university students from lower social classes. Their participation in higher education increased, but so did participation from all social classes and the gap that was apparent in the middle of the last century was broadly maintained to the end. Even the rapid expansion of higher education in the early 1990s had little impact on this. There now exists a wide range of indicators of disadvantage and looking across these over the past five years or so there is some evidence that this gap has started to close. Students from disadvantaged backgrounds have increased their participation in higher education at a faster absolute rate than those from more advantaged backgrounds. However, the gaps in participation remain very large and the rate of change is slow. This note largely consists of data on the social class of students attending university. Latterly a wider range of data has been published to measure how wide participation is in higher education and the success of attempts to increase this. Such information is also summarised in this note, alongside the longer-term data. General trends in entrants to higher education are included in the note Entrants to Higher Education
Childhood and Nation, 2016
This chapter focuses on young people's narratives in constructing their sense of identities with ... more This chapter focuses on young people's narratives in constructing their sense of identities with their country, and how these are used to distinguish themselves as a generation distinct from their parents and grandparents. The study is of 13 to 19 year olds in twelve European countries that were formerly in the communist bloc, and have since joined (or are joining) the European Union. Their discussions of the meanings their country had for them raise questions about their use of political discourse, their expressions of feelings of patriotism, and their sense of agency in their own and their county's future. These are analyzed through Bruter's (2005) lens of civic and cultural engagement with a country, and the relationship between generational shifts in political identity and historical transitions in society suggested by Fulbook (2011). This chapter analyses how some young people in post-communist Europe construct narratives of identity with their country, their sense of agency, and their constructions of themselves as generationally different from their parents and grandparents. Based on data from focus groups with young people between 12 and 19 from twelve countries which joined the European Union in 2004-13, I argue that many of these young people demonstrate a sophisticated ability to construct a range of narratives with their country and with the European Union that show a complex and
Any person who does any unauthorized act in relation to this publication may be liable to crimina... more Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
Jsse Journal of Social Science Education, Jun 22, 2012
This is a superb synthesis of theoretical issues and empirical surveys of the current state of th... more This is a superb synthesis of theoretical issues and empirical surveys of the current state of the art in understanding citizenship. It is not just comprehensive in its sweep – it is written with clarity, cogency and lucidity. Joppke’s central and compelling thesis is that the concept of citizenship is brought into focus and defined through its relationship with migration: the introduction of the non-citizen into a state establishes the character of the nature of the status, rights and identity that citizenship confers in that state. The structure of the book is deceptively simple: he analyses the recent literature, and sets this alongside his marshalling of a wealth of empirical evidence from Europe and North America. This leads to key questions of what citizenship means in the early 21st Century, and what might be its future. His arguments have a particular resonance for the European reader, but also usefully reflect on the changing priorities and practices of the ‘traditional’ countries of immigration.
Citizenship Teaching & Learning, 2014
Stanisław …
Teachers' Constructions of Citizenship and Enterprise: Using Associative Group Analysis with... more Teachers' Constructions of Citizenship and Enterprise: Using Associative Group Analysis with Teachers in Hungary, Slovenia and England Abstract This paper presents findings from a joint project supported by the British Acad-emy and the Academies of Science of Hungary and ...
The views expressed in this report are the authors' and do not necessarily reflect those of ... more The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. © Queen's Printer 2002. Published with the permission of DfES on behalf of the Controller of Her Majesty's Stationery Office. Applications for ...
OECD Country Background Report< http://www. oecd. …, 2003
This Country Background Report (CBR) for the United Kingdom of Great Britain and Northern Ireland... more This Country Background Report (CBR) for the United Kingdom of Great Britain and Northern Ireland has been prepared as part of the OECD Activity on Attracting, Developing and Retaining Effective Teachers. Country Background Reports are being prepared by all twenty-three ...
Jsse Journal of Social Science Education, Jun 22, 2012
This article explores how young people (aged 12-18) in the three Baltic states of Estonia, Latvia... more This article explores how young people (aged 12-18) in the three Baltic states of Estonia, Latvia and Lithuania are constructing their identities, particularly their sense of attachment to their country and to Europe. This generation is of particular significance, in that they are the first generation for many years to have been born and socialised in independent states that are in a relatively peaceful and stable state. Data was collected through 22 focus groups, conducted in 10 different locations in the different states, and were analysed in terms of the degree of enthusiasm expressed for civic institutions and cultural practices related to the country and to Europe. Two particular areas were identified: the sense of generational difference and the ways in which different groups created 'other' communities, within and without their country's borders. These parameters allow us to distinguish the significant communities that these young people are creating in order to make sense of their social and political worlds.
Comparative Education, 2004
We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and Engla... more We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and England. Contextual matters are described and research methods outlined prior to a discussion of emerging issues. We argue that citizenship in both countries is understood broadly in ...
REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación
Este artículo examina las bases teóricas de la ciudadanía y de la identidad así como algunas de s... more 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 efe...
This report, commissioned by the Mayor of London, follows on from a major piece of research also ... more This report, commissioned by the Mayor of London, follows on from a major piece of research also commissioned by the Mayor through the London Development Agency to examine the educational experiences of black boys in London, 2000-03 (2004). That report considered in great detail the reasons for the continuing underachievement of black boys in schools when compared to their peers. This report seeks to build on that research by seeking the views of black teachers about their contribution in raising achievement for black children, and also to consider what steps are necessary to address the problems of recruiting and retaining a representative teaching workforce for London. This study was commissioned with three main aims. These were to examine: • the factors with the greatest impact on the recruitment, development, progression and retention of black teachers in London • the views of black teachers and parents as to the factors affecting the educational achievement of black pupils • th...
London Review of Education, 2020
This article argues that many young people (11 to 19) in Europe articulate a construction of thei... more This article argues that many young people (11 to 19) in Europe articulate a construction of their identity that includes a 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 organize social services, and of partic...
Societies, 2018
Young people in Europe are often described as apolitical non-participants in the civic culture of... more Young people in Europe are often described as apolitical non-participants in the civic culture of their own states and the European Union (EU). Using empirical data based on group discussions (n = 324) in 29 European states (104 locations; 2000 young people aged between 11 and 19), this paper challenges this, and suggests that many young people have distinct political views and are motivated to participate in both political discussions and traditional and non-traditional forms of participation. They are particularly interested in a range of current issues, largely around human rights, migration and (anti-)nationalism, and the article illustrates this with examples from a range of countries. Human rights issues raised concerned their perception of contemporary injustices, which were constructed as European values and formed a significant element in their self-identification as Europeans, and a general unwillingness to be identified with ‘the nation’. This broad pan-European analysis ...
Journal of Educational Media, Memory, and Society, 2019
This article is based on an analysis of the treatment of the European Union in a sample of textbo... more This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.
Finding Political Identities, 2018
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Revija za sociologiju, 2017
The article analyses how young people in Croatia conceptualise their identities in terms of "plac... more The article analyses how young people in Croatia conceptualise their identities in terms of "place identifications", a type of social identification that captures membership of a group of people who are defined by their location. It is based on focus group discussions conducted with 68 elementary and secondary school students aged between 11 and 17 in three urban localities in Croatia: Rijeka, Zagreb and Zadar. The concepts guiding the analysis included place identifications, the civic and cultural components of national identity and intersectionality. The study found that students displayed a strong identification with the region they are from through a discourse of stereotypes along the coastal-inland, rural-urban and north-south distinctions. National cultural identities and liminal European-Balkan identities were equally strong providing interesting examples of inclusion and othering. The young people showed a sense of aspiring to be European, of feeling almost European, of being not-quite-yet European, of being "Balkan". There was a common sense of the Balkan-European divide being a line that stood very slightly to the northwest of wherever the students happened to be: there was Europe, generally beckoning-but they were on a threshold and still leaning towards the Balkan side, described as impolite, quarrelsome, underdeveloped and littered. The study suggests complex and kaleidoscopic identity constructions of young people in Croatia in which different and even opposed elements do not exclude each other but rather coexist in various ways.
The evidence, as far as it goes, suggests that over the latter half of the 20 th century there wa... more The evidence, as far as it goes, suggests that over the latter half of the 20 th century there was little change in the proportion of university students from lower social classes. Their participation in higher education increased, but so did participation from all social classes and the gap that was apparent in the middle of the last century was broadly maintained to the end. Even the rapid expansion of higher education in the early 1990s had little impact on this. There now exists a wide range of indicators of disadvantage and looking across these over the past five years or so there is some evidence that this gap has started to close. Students from disadvantaged backgrounds have increased their participation in higher education at a faster absolute rate than those from more advantaged backgrounds. However, the gaps in participation remain very large and the rate of change is slow. This note largely consists of data on the social class of students attending university. Latterly a wider range of data has been published to measure how wide participation is in higher education and the success of attempts to increase this. Such information is also summarised in this note, alongside the longer-term data. General trends in entrants to higher education are included in the note Entrants to Higher Education
Childhood and Nation, 2016
This chapter focuses on young people's narratives in constructing their sense of identities with ... more This chapter focuses on young people's narratives in constructing their sense of identities with their country, and how these are used to distinguish themselves as a generation distinct from their parents and grandparents. The study is of 13 to 19 year olds in twelve European countries that were formerly in the communist bloc, and have since joined (or are joining) the European Union. Their discussions of the meanings their country had for them raise questions about their use of political discourse, their expressions of feelings of patriotism, and their sense of agency in their own and their county's future. These are analyzed through Bruter's (2005) lens of civic and cultural engagement with a country, and the relationship between generational shifts in political identity and historical transitions in society suggested by Fulbook (2011). This chapter analyses how some young people in post-communist Europe construct narratives of identity with their country, their sense of agency, and their constructions of themselves as generationally different from their parents and grandparents. Based on data from focus groups with young people between 12 and 19 from twelve countries which joined the European Union in 2004-13, I argue that many of these young people demonstrate a sophisticated ability to construct a range of narratives with their country and with the European Union that show a complex and
Any person who does any unauthorized act in relation to this publication may be liable to crimina... more Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages.
Jsse Journal of Social Science Education, Jun 22, 2012
This is a superb synthesis of theoretical issues and empirical surveys of the current state of th... more This is a superb synthesis of theoretical issues and empirical surveys of the current state of the art in understanding citizenship. It is not just comprehensive in its sweep – it is written with clarity, cogency and lucidity. Joppke’s central and compelling thesis is that the concept of citizenship is brought into focus and defined through its relationship with migration: the introduction of the non-citizen into a state establishes the character of the nature of the status, rights and identity that citizenship confers in that state. The structure of the book is deceptively simple: he analyses the recent literature, and sets this alongside his marshalling of a wealth of empirical evidence from Europe and North America. This leads to key questions of what citizenship means in the early 21st Century, and what might be its future. His arguments have a particular resonance for the European reader, but also usefully reflect on the changing priorities and practices of the ‘traditional’ countries of immigration.
Citizenship Teaching & Learning, 2014
Stanisław …
Teachers' Constructions of Citizenship and Enterprise: Using Associative Group Analysis with... more Teachers' Constructions of Citizenship and Enterprise: Using Associative Group Analysis with Teachers in Hungary, Slovenia and England Abstract This paper presents findings from a joint project supported by the British Acad-emy and the Academies of Science of Hungary and ...
The views expressed in this report are the authors' and do not necessarily reflect those of ... more The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. © Queen's Printer 2002. Published with the permission of DfES on behalf of the Controller of Her Majesty's Stationery Office. Applications for ...
OECD Country Background Report< http://www. oecd. …, 2003
This Country Background Report (CBR) for the United Kingdom of Great Britain and Northern Ireland... more This Country Background Report (CBR) for the United Kingdom of Great Britain and Northern Ireland has been prepared as part of the OECD Activity on Attracting, Developing and Retaining Effective Teachers. Country Background Reports are being prepared by all twenty-three ...
Jsse Journal of Social Science Education, Jun 22, 2012
This article explores how young people (aged 12-18) in the three Baltic states of Estonia, Latvia... more This article explores how young people (aged 12-18) in the three Baltic states of Estonia, Latvia and Lithuania are constructing their identities, particularly their sense of attachment to their country and to Europe. This generation is of particular significance, in that they are the first generation for many years to have been born and socialised in independent states that are in a relatively peaceful and stable state. Data was collected through 22 focus groups, conducted in 10 different locations in the different states, and were analysed in terms of the degree of enthusiasm expressed for civic institutions and cultural practices related to the country and to Europe. Two particular areas were identified: the sense of generational difference and the ways in which different groups created 'other' communities, within and without their country's borders. These parameters allow us to distinguish the significant communities that these young people are creating in order to make sense of their social and political worlds.
Comparative Education, 2004
We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and Engla... more We explore the perceptions of teachers concerning citizenship and enterprise in Hungary and England. Contextual matters are described and research methods outlined prior to a discussion of emerging issues. We argue that citizenship in both countries is understood broadly in ...