Martyn Barrett - Academia.edu (original) (raw)
Papers by Martyn Barrett
The Palgrave Handbook of Global Political Psychology
This chapter reviews the numerous factors that are related to political and civic participation b... more This chapter reviews the numerous factors that are related to political and civic participation by majority and minority youth. These factors range from the macro political and societal characteristics of the countries in which these individuals live, through demographic and proximal social factors, to endogenous psychological factors. It is argued that there is a need for a clear conceptualisation and typology of specific forms of political and civic participation when trying to identify the processes leading to youth participation, and that the influences that operate for each particular form of participation differ from one national-institutional context to another and from one ethnic group to another within any given national-institutional context. The review further emphasises the need for research to adopt a more complex multilevel approach to the study of youth participation in which macro, demographic, social and psychological levels are simultaneously studied, and the need for theoretical accounts to incorporate factors at all of these different levels.
Intercultural Communication Education
In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe&a... more In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). However, Simpson and Dervin's paper contains numerous factual errors, interpretative errors and category errors in its description of the RFCDC. We identify 12 such errors which invalidate the conclusions drawn by them. We correct all of these errors, and suggest that, rather than using Simpson and Dervin's paper as a source of information about the RFCDC, readers should read the RFCDC itself, before drawing their own conclusions about the RFCDC and the adequacy of the arguments offered by Simpson and Dervin.
Zeitschrift für Psychologie
London Review of Education
The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was... more The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning t...
European Psychologist
. This paper reviews existing evidence on how the intercultural competence of young people can be... more . This paper reviews existing evidence on how the intercultural competence of young people can be promoted by schools. It begins by examining the concept of intercultural competence, and the values, attitudes, skills, knowledge, and understanding that together comprise this competence. The various actions that can be taken by schools to promote the intercultural competence of young people are then reviewed. These actions include: encouraging intercultural friendships; organizing periods of study abroad; arranging for students to have Internet-based intercultural contact; setting up school-community links and partnerships; encouraging and supporting students’ critical reflection on their intercultural experiences and on their own cultural affiliations; using pedagogical approaches such as cooperative learning and project-based learning; using pedagogical activities that enhance the development of some of the specific components of intercultural competence (such as role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks); using a culturally inclusive curriculum; and adopting a whole school approach to valuing diversity and human rights. It is argued that, while there is evidence for the effectiveness of all these various actions, further evaluation studies using more robust methods are still required. Additional research is also required to identify the circumstances under which each form of action is most effective and the subgroups of young people who benefit the most from each action.
UN Chronicle
This paper provides a brief overview of current trends in young people’s civic and political enga... more This paper provides a brief overview of current trends in young people’s civic and political engagement, and their commitment to global citizenship. It is argued that while young people’s commitment to conventional political participation is in decline in many countries today, large numbers of young people are nevertheless still strongly committed to non-conventional political participation and civic action. Concerns that commonly attract their attention include global issues such as global warming, pollution, global poverty, the use of low-wage labour in third world countries, the greed of multinational corporations, and human rights, as well as local issues such as graffiti, unsafe streets, transport facilities, recycling facilities, and youth amenities. Furthermore, young people’s commitment to addressing global issues is substantial and widespread. However, national education systems could be employed far more effectively in supporting and promoting their global competence and global engagement.
Zeitschrift für Psychologie
. This study investigated whether demographic variables, efficacy beliefs, visions, and worries a... more . This study investigated whether demographic variables, efficacy beliefs, visions, and worries are associated with four different forms of (dis)engagement with the European Union (EU): intended voting in the 2019 EU elections, nonconventional political engagement, psychological engagement, and the wish that one’s own country should leave the EU. The sample comprised 3,764 young people aged 16–25 years living in seven European countries: Albania, Austria, Germany, Italy, Romania, Spain, and the UK. Economic challenges, human rights, and the environment were the most important future visions; unemployment and poverty, climate change, civil unrests, and collapse of the EU were the most important future worries. The four forms of (dis)engagement with the EU were differentially associated with predictors, although internal efficacy and future vision of economic challenges predicted all forms. Implications for future EU policy are discussed.
Children’s Understanding of Society
Children's Knowledge, Beliefs and Feelings about Nations and National Groups
Abstract 1. This book provides a state-of-the-art account of how people's understand... more Abstract 1. This book provides a state-of-the-art account of how people's understanding of, and attitudes towards, nations and national groups develop through the course of childhood and adolescence. It offers a comprehensive review of the research which has been ...
British Journal of Developmental Psychology, Jun 1, 1996
This paper reports a series of three experiments which were conducted with 3to 9year-old children... more This paper reports a series of three experiments which were conducted with 3to 9year-old children as well as with children with Down's syndrome of equivalent mental ages. These experiments were designed to test the hypothesis that the development of children's ability to draw the human figure is characterized by a cumulative developmental progression through the abilities to draw closed geometric forms, open geometric forms, segmented human figures and outline human figures, in that particular order. All three experiments produced convergent evidence for this same developmental sequence, which was exhibited both by the children without learning difficulties and by the children with Down's syndrome. The children's developmental position along this sequence was unaffected by the manipulation of verbal instructions and by the manipulation of the contents of the models being drawn. There was also a systematic relationship between children's developmental position and their free drawings of a human figure. It is argued that the findings of these experiments provide evidence for the existence of a sequential cumulative progression in the development of children's drawing.
To date, acculturation has only been studied extensively amongst adolescents and adults. The pres... more To date, acculturation has only been studied extensively amongst adolescents and adults. The present research brings together two distinct research traditions, namely research into acculturation (Berry, 1997; Hutnik, 1991) and research into the development of ethnic ...
... (1970), Tajfel et al. (1970, 1972), Jaspers et al. (1972), Johnson (1973), Moodie (1980), Bar... more ... (1970), Tajfel et al. (1970, 1972), Jaspers et al. (1972), Johnson (1973), Moodie (1980), Barrett & Short (1992), Barrett (1996), Barrett & Farroni (1996), Carrington & Short (1996, 1997), Axia et al. (1998) ∎ ∎ These previous studies have examined four main issues issues ...
Recent studies have revealed that 5-year-old children can be induced to produce visually realisti... more Recent studies have revealed that 5-year-old children can be induced to produce visually realistic drawings, either by manipulating the nature of the model which is being drawn, or by turning the drawing task into a communicative game. However, it has also been found that 5-year-olds cannot be induced to produce visually realistic drawings merely because they have been given highly explicit verbal instructions to do so. The present paper reports two exariments, both involving 160 subjects, which were designed to explore this matter further. The first experiment, which required that subjects draw either two balls or one cup, indicated that, contrary to previous findings, explicit instructions can sometimes elicit visually realistic drawings from 5-year-old children. The second experiment, which required children to draw two balls, indicated that it is the content rather than the length of the explicit instructions which induces children to produce visually realistic drawings. (Author/RH)
What is the Autobiography of Intercultural Encounters? • The Autobiography of Intercultural Encou... more What is the Autobiography of Intercultural Encounters? • The Autobiography of Intercultural Encounters (AIE) is an educational tool which a multidisciplinary team of researchers has recently developed for the Council of Europe. • The AIE originated in previous research on foreign language learning and teaching, and the Council of Europe's European Language Portfolio (ELP), but it has much wider applicability than the context of language learning. • The AIE has been designed to be used by teachers to support and encourage the development of the intercultural competences which are necessary for engaging in effective intercultural dialogue. met anyone new today, you probably will tomorrow because, if you think about it, you are meeting new people all the time. These people may be adults, a new teacher, a friend of your parents, or someone serving you in a shop. Or they may be children like yourself, a new child in the class, someone you meet in a playground, or a friend you make on holiday. When you meet new people you probably start to notice things about them straightaway: What do they look like? What do they sound like? Where do they come from? Do you like them or not? Are they people you can trust or are you afraid of them? Are they like you or different from you? Are they like anyone else you know? Are they easy to talk to? Would you like to get to know them better or not? These people will also start to notice things about you.
The Palgrave Handbook of Global Political Psychology
This chapter reviews the numerous factors that are related to political and civic participation b... more This chapter reviews the numerous factors that are related to political and civic participation by majority and minority youth. These factors range from the macro political and societal characteristics of the countries in which these individuals live, through demographic and proximal social factors, to endogenous psychological factors. It is argued that there is a need for a clear conceptualisation and typology of specific forms of political and civic participation when trying to identify the processes leading to youth participation, and that the influences that operate for each particular form of participation differ from one national-institutional context to another and from one ethnic group to another within any given national-institutional context. The review further emphasises the need for research to adopt a more complex multilevel approach to the study of youth participation in which macro, demographic, social and psychological levels are simultaneously studied, and the need for theoretical accounts to incorporate factors at all of these different levels.
Intercultural Communication Education
In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe&a... more In a recent paper, Simpson and Dervin (2019a) offer a radical critique of the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC). However, Simpson and Dervin's paper contains numerous factual errors, interpretative errors and category errors in its description of the RFCDC. We identify 12 such errors which invalidate the conclusions drawn by them. We correct all of these errors, and suggest that, rather than using Simpson and Dervin's paper as a source of information about the RFCDC, readers should read the RFCDC itself, before drawing their own conclusions about the RFCDC and the adequacy of the arguments offered by Simpson and Dervin.
Zeitschrift für Psychologie
London Review of Education
The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was... more The Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC) was published in April 2018, and is currently being implemented in a number of Council of Europe member states. The RFCDC consists of three main components: a conceptual model of the competences that learners need to acquire in order to respond appropriately and effectively to democratic and intercultural situations; validated and scaled descriptors and learning outcomes for all of the competences in the model; and guidance for ministries of education and education practitioners on curriculum, pedagogy, assessment, teacher education, the whole-school approach, and building learners' resilience to radicalization. This article describes the policy background that motivated and accompanied the development of the RFCDC, and the process through which it was developed. It also provides an overview of the contents of the RFCDC, and an explanation of the impact that the framework is beginning t...
European Psychologist
. This paper reviews existing evidence on how the intercultural competence of young people can be... more . This paper reviews existing evidence on how the intercultural competence of young people can be promoted by schools. It begins by examining the concept of intercultural competence, and the values, attitudes, skills, knowledge, and understanding that together comprise this competence. The various actions that can be taken by schools to promote the intercultural competence of young people are then reviewed. These actions include: encouraging intercultural friendships; organizing periods of study abroad; arranging for students to have Internet-based intercultural contact; setting up school-community links and partnerships; encouraging and supporting students’ critical reflection on their intercultural experiences and on their own cultural affiliations; using pedagogical approaches such as cooperative learning and project-based learning; using pedagogical activities that enhance the development of some of the specific components of intercultural competence (such as role plays and simulations, the analysis of texts, films, and plays, and ethnographic tasks); using a culturally inclusive curriculum; and adopting a whole school approach to valuing diversity and human rights. It is argued that, while there is evidence for the effectiveness of all these various actions, further evaluation studies using more robust methods are still required. Additional research is also required to identify the circumstances under which each form of action is most effective and the subgroups of young people who benefit the most from each action.
UN Chronicle
This paper provides a brief overview of current trends in young people’s civic and political enga... more This paper provides a brief overview of current trends in young people’s civic and political engagement, and their commitment to global citizenship. It is argued that while young people’s commitment to conventional political participation is in decline in many countries today, large numbers of young people are nevertheless still strongly committed to non-conventional political participation and civic action. Concerns that commonly attract their attention include global issues such as global warming, pollution, global poverty, the use of low-wage labour in third world countries, the greed of multinational corporations, and human rights, as well as local issues such as graffiti, unsafe streets, transport facilities, recycling facilities, and youth amenities. Furthermore, young people’s commitment to addressing global issues is substantial and widespread. However, national education systems could be employed far more effectively in supporting and promoting their global competence and global engagement.
Zeitschrift für Psychologie
. This study investigated whether demographic variables, efficacy beliefs, visions, and worries a... more . This study investigated whether demographic variables, efficacy beliefs, visions, and worries are associated with four different forms of (dis)engagement with the European Union (EU): intended voting in the 2019 EU elections, nonconventional political engagement, psychological engagement, and the wish that one’s own country should leave the EU. The sample comprised 3,764 young people aged 16–25 years living in seven European countries: Albania, Austria, Germany, Italy, Romania, Spain, and the UK. Economic challenges, human rights, and the environment were the most important future visions; unemployment and poverty, climate change, civil unrests, and collapse of the EU were the most important future worries. The four forms of (dis)engagement with the EU were differentially associated with predictors, although internal efficacy and future vision of economic challenges predicted all forms. Implications for future EU policy are discussed.
Children’s Understanding of Society
Children's Knowledge, Beliefs and Feelings about Nations and National Groups
Abstract 1. This book provides a state-of-the-art account of how people's understand... more Abstract 1. This book provides a state-of-the-art account of how people's understanding of, and attitudes towards, nations and national groups develop through the course of childhood and adolescence. It offers a comprehensive review of the research which has been ...
British Journal of Developmental Psychology, Jun 1, 1996
This paper reports a series of three experiments which were conducted with 3to 9year-old children... more This paper reports a series of three experiments which were conducted with 3to 9year-old children as well as with children with Down's syndrome of equivalent mental ages. These experiments were designed to test the hypothesis that the development of children's ability to draw the human figure is characterized by a cumulative developmental progression through the abilities to draw closed geometric forms, open geometric forms, segmented human figures and outline human figures, in that particular order. All three experiments produced convergent evidence for this same developmental sequence, which was exhibited both by the children without learning difficulties and by the children with Down's syndrome. The children's developmental position along this sequence was unaffected by the manipulation of verbal instructions and by the manipulation of the contents of the models being drawn. There was also a systematic relationship between children's developmental position and their free drawings of a human figure. It is argued that the findings of these experiments provide evidence for the existence of a sequential cumulative progression in the development of children's drawing.
To date, acculturation has only been studied extensively amongst adolescents and adults. The pres... more To date, acculturation has only been studied extensively amongst adolescents and adults. The present research brings together two distinct research traditions, namely research into acculturation (Berry, 1997; Hutnik, 1991) and research into the development of ethnic ...
... (1970), Tajfel et al. (1970, 1972), Jaspers et al. (1972), Johnson (1973), Moodie (1980), Bar... more ... (1970), Tajfel et al. (1970, 1972), Jaspers et al. (1972), Johnson (1973), Moodie (1980), Barrett & Short (1992), Barrett (1996), Barrett & Farroni (1996), Carrington & Short (1996, 1997), Axia et al. (1998) ∎ ∎ These previous studies have examined four main issues issues ...
Recent studies have revealed that 5-year-old children can be induced to produce visually realisti... more Recent studies have revealed that 5-year-old children can be induced to produce visually realistic drawings, either by manipulating the nature of the model which is being drawn, or by turning the drawing task into a communicative game. However, it has also been found that 5-year-olds cannot be induced to produce visually realistic drawings merely because they have been given highly explicit verbal instructions to do so. The present paper reports two exariments, both involving 160 subjects, which were designed to explore this matter further. The first experiment, which required that subjects draw either two balls or one cup, indicated that, contrary to previous findings, explicit instructions can sometimes elicit visually realistic drawings from 5-year-old children. The second experiment, which required children to draw two balls, indicated that it is the content rather than the length of the explicit instructions which induces children to produce visually realistic drawings. (Author/RH)
What is the Autobiography of Intercultural Encounters? • The Autobiography of Intercultural Encou... more What is the Autobiography of Intercultural Encounters? • The Autobiography of Intercultural Encounters (AIE) is an educational tool which a multidisciplinary team of researchers has recently developed for the Council of Europe. • The AIE originated in previous research on foreign language learning and teaching, and the Council of Europe's European Language Portfolio (ELP), but it has much wider applicability than the context of language learning. • The AIE has been designed to be used by teachers to support and encourage the development of the intercultural competences which are necessary for engaging in effective intercultural dialogue. met anyone new today, you probably will tomorrow because, if you think about it, you are meeting new people all the time. These people may be adults, a new teacher, a friend of your parents, or someone serving you in a shop. Or they may be children like yourself, a new child in the class, someone you meet in a playground, or a friend you make on holiday. When you meet new people you probably start to notice things about them straightaway: What do they look like? What do they sound like? Where do they come from? Do you like them or not? Are they people you can trust or are you afraid of them? Are they like you or different from you? Are they like anyone else you know? Are they easy to talk to? Would you like to get to know them better or not? These people will also start to notice things about you.