An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice
The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; how...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English |
| Published: |
2013
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| Online Access: | https://eprints.nottingham.ac.uk/13696/ |
| _version_ | 1848791789424607232 |
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| author | Olla, Venus |
| author_facet | Olla, Venus |
| author_sort | Olla, Venus |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; however the ways in which these pedagogical tools can be incorporated into the Citizenship Education classroom have not been explored in great detail.
This study uses a Practitioner Inquiry approach within an Action Research model to investigate the research question; how can student voice and technology be used in the engagement of students within the subject area of Citizenship Education in the classroom. The methods developed and used to collect the data for the study served a dual purpose of engaging and empowering the participants within the research and were based on the ethical considerations of researching with young people. The thesis uses an adapted interpretive ecological framework for the conceptualization, interpretation, and analysis of the findings from the study. It provides a rich and detailed description of the context, processes, and considerations that are involved in incorporating student voice and technology within the Citizenship Education classroom through the Action Research design. The results show that student voice and technology can be used pedagogically to help young people construct their own meanings of citizenship and a Critical Citizenship Education framework was developed to support adoption of these approaches more widely. Future directions for research into the use of innovative approaches to the teaching and learning of Citizenship Education in the classroom are considered. |
| first_indexed | 2025-11-14T18:34:05Z |
| format | Thesis (University of Nottingham only) |
| id | nottingham-13696 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T18:34:05Z |
| publishDate | 2013 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-136962025-02-28T11:26:36Z https://eprints.nottingham.ac.uk/13696/ An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice Olla, Venus The research in this thesis explores Citizenship Education pedagogy at secondary school level in Ontario, Canada. Citizenship Education is a complex subject area and its teaching and learning within the classroom is contentious. The literature indicates the value of student voice and technology; however the ways in which these pedagogical tools can be incorporated into the Citizenship Education classroom have not been explored in great detail. This study uses a Practitioner Inquiry approach within an Action Research model to investigate the research question; how can student voice and technology be used in the engagement of students within the subject area of Citizenship Education in the classroom. The methods developed and used to collect the data for the study served a dual purpose of engaging and empowering the participants within the research and were based on the ethical considerations of researching with young people. The thesis uses an adapted interpretive ecological framework for the conceptualization, interpretation, and analysis of the findings from the study. It provides a rich and detailed description of the context, processes, and considerations that are involved in incorporating student voice and technology within the Citizenship Education classroom through the Action Research design. The results show that student voice and technology can be used pedagogically to help young people construct their own meanings of citizenship and a Critical Citizenship Education framework was developed to support adoption of these approaches more widely. Future directions for research into the use of innovative approaches to the teaching and learning of Citizenship Education in the classroom are considered. 2013 Thesis (University of Nottingham only) NonPeerReviewed application/pdf en arr https://eprints.nottingham.ac.uk/13696/1/Venus_Olla_final_thesis_2013_for_binding.pdf Olla, Venus (2013) An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice. PhD thesis, University of Nottingham. Citizenship Education Pedagogy Curriculum Creative Methodologies |
| spellingShingle | Citizenship Education Pedagogy Curriculum Creative Methodologies Olla, Venus An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| title | An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| title_full | An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| title_fullStr | An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| title_full_unstemmed | An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| title_short | An enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| title_sort | enquiry into citizenship education curriculum and pedagogy: the role of technology and student voice |
| topic | Citizenship Education Pedagogy Curriculum Creative Methodologies |
| url | https://eprints.nottingham.ac.uk/13696/ |