citizenship: how do leaders in universities think about and experience citizenship?
TRANSCRIPT
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CitizenshipHow do leaders in universities think about and experience citizenship?
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INTRODUCTIONThis article explores the concept of citizenship based on the experience of student leaders from a mid-sized university in western Canada.
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Theories of Citizenship
Background and Context
Qualitative Study Design
OVERVIEW
Results
Implications
Next Steps
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Who are we?We actually don’t look like this …
Janet MillerChair & Associate
Professor, Dept. Student Counselling,
Mount Royal University
Randy ConnollyProfessor
Dept. Math and Computing,
Mount Royal University
Famira RacyResearch Assistant &
Recent Graduate of Mount Royal University
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1. BACKGROUND CONTEXT+
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OURAIM
Explore the concept of “citizenship” in the university context, add to the dialogue about higher education and its role for creating or fostering citizenship, and stimulate conversation about active citizenship amongst our student body.
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2. THEORIES CITIZENSHIPof
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WHAT IS CITIZENSHIP?Classic formulation is that citizenship refers to society’s shared set of expectations about an individual’s role in politics.
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Citizenship expectationsFollowing Dalton [2008]
Public Participation Knowledge About Government
Commitment to Order Moral Respect
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IN CONTRASTOthers have argued that citizenship is not in decline but rather is changing its form. For instance, Dalton [2008] argues that there are two types of citizenship: the first is duty-based (and corresponds to traditional forms of political participation), while the second is engagement-based, and involves more generalized activities in civil society, such as signing petitions, visiting political web sites, or boycotting goods or services for political reasons.
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Collective
Global
Individual
Hyper-LocalThurston, 2013
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3. STUDY DESIGN
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It is the experience of citizenship, the development of citizens, the measureof citizenship and the meaning of being “good” or “great” citizen that is of interest in this study.
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Methodology
the theory and practice of interpretation
Hermeneutics
seek to understand how the participants interpret the world; emphasis on understanding their social reality.
Interpretive Inquiry
semi-structuredtelling of stories and experiences
Individual Interviews
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SAMPLEQUESTIONS
What does citizenship mean to you?
Share some experiences you've had that reflect citizenship.
What's the difference between a "good" and a "great citizen"?
How might students/faculty/admin show "great" citizenship?
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MOREQUESTIONS
What role does university play in creating "great citizens"?
How might the citizenship of our student alumni be measured?
What could MRU do to create "better citizens"?
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4. RESULTS
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COLLECTIVEGOVERNANCE
IT’S A RELATIONSHIPWITHIN A COMMUNITY
VOLUNTEERISM
RESPONSIBILITY
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CHALLENGESGOVERNANCE
FOSTERSCRITICAL THINKING
DEMONSTRATESCARING AND ROLE MODELS
ENCOURAGESINVOLVEMENT
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ENCOURAGESINVOLVEMENT
FOSTERSCRITICAL THINKING
ROLEMODELING
HELPOTHERS
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TIME IS GREATER THANMONEY
GENUINEVOLUNTEERISM
IT ISPERSONAL
OVER AND ABOVEDUTY
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Involvement
Record
Measure
MEASURECAN WE
• Co-curricular record?• Pre-post measurement?• Difference in amount?• Difference in kind?• Involvement in community?• Involvement on campus?
POSSIBILITIES:CITIZENSHIP
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Engaged
Global
Duty
Hyper-Local Thurston, 2013Dalton, 2008
admin
students
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5. IMPLICATIONS
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PERSPECTIVECITIZENSHIP
Students
AdminStudents
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6. NEXT STEPS
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FUTUREPLANSStudents
AdminStudents
Faculty
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YOUTHANK
Famira [email protected]
Janet [email protected]
Randy [email protected]