Teachers’ Constructions of Citizenship and Enterprise: Using Associative Group Analysis with Teachers in Hungary, Slovenia and England

• Authors: Alistair Ross , Barbara Read , Marjanca Pergar Kuscer , Marta Fülöp , Cveta Pucko , Mihaly Berkics , Monika Sándor , Merryn Hutchings

Abstracts

EN

This paper presents findings from a joint project supported by the British Academy and the Academies of Science of Hungary and Slovenia. The research aimed to identify similarities and differences between the ways in which teachers (of primary and secondary age children) in the three countries constructed and understood the terms ‘citizenship’, enterprise’, ‘cooperation’ and ‘competition’. Concepts associated by teachers with each of the four words have been analysed using the Associative Group Analysis technique (AGA), and this paper is based on our analysis of the responses given to the first two of these terms. AGA has normally been used to contrast two populations: this paper demonstrates a novel way to show a three-way relationship. There are significant differences between the different countries, and to a lesser extent between primary and secondary teachers within each country. ‘Citizenship’ in particular is clearly perceived very differently by the English teachers, who stress words that can be categorised as indicating pro-social behaviour, a sense of rights and duties, being part of a community and being linked to education. These categories were relatively infrequently mentioned by Hungarian or Slovene teachers, who tended instead to stress aspects referring to the specific nation, and legal or institutional terms (which were much less frequently mentioned by the English teachers). These results are analysed in terms of different histories, cultural patterns and trajectories, and there is a brief discussion on the implications for the practice and training of teachers.

Keywords

EN

Citizenship; Enterprise; Cooperation; Competition; Teachers

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2005
• Volume: 7
• Pages: 111-139

Dates

published

2005

Contributors

author

Alistair Ross

• London Metropolitan University, United Kingdom

author

Barbara Read

• London Metropolitan University, United Kingdom

author

Marjanca Pergar Kuscer

• University in Ljubljana, Slovenia

author

Marta Fülöp

• Eőtvős Loránd University, Hungary
• Hungarian Academy of Sciences, Hungary

author

Cveta Pucko

• University in Ljubljana, Slovenia

author

Mihaly Berkics

• Eőtvős Loránd University, Hungary

author

Monika Sándor

• Eőtvős Loránd University, Hungary

author

Merryn Hutchings

• London Metropolitan University, United Kingdom

References

• Bates, I., Clarke, J., Cohen, P., Finn, D., Moore, R., Willis, P. (1984): Schooling for the Dole. London: Macmillan.
• Connell, R. W. (1971): The Child’s Construction of Politics. London: Melbourne University Press.
• Davies, I. (1994) “Whatever Happened to Political Education?”. Educational Review, 46, 2, pp 15–27.
• Davies, I. (1999): “What has Happened to the Teaching of Politics in Schools in England During the Last Three Decades and Why?” Oxford Review of Education, 25, 1/2, pp 125–140.
• Davies, I., Fülöp, M., Hutchings, M., Ross, A., Vari-Szilagyi, I. (2001): “Enterprising Citizens? Perceptions of citizenship education and enterprise education in England and Hungary”. Educational Review, 53, 3, pp. 261–269.
• Davies, I, Fülöp, M, Hutchings, M., Ross, A., Berkics, M. (2004): “Citizenship and Enterprise: issues from an investigation of teachers’ perceptions in England and Hungary”. Comparative Education.
• Deese, J. (1962): “On the structure of associative meaning.” Psychological Review, 69(3), 161–175.
• Deese, J. (1965): The structure of associations in language and thought. Baltimore: Johns Hopkins Press.
• Diaz-Guerrero, R., & Szalay, L. B. (1991): Understanding Mexicans and Americans: cultural language of maternal control. London: Routledge & Kegan Paul.
• European Commission (2002): Education for an entrepreneurial Society and training: Directory of measures in favour of entrepeneurship and competitiveness in candidate countries [http://europa.eu.int/comm/enterprise/enterprise_policy/enlargement/cc-best_directory/education/slovenia.htm].
• Eurydice (2004): Citizenship Education in Schools in Europe: Informal meeting of Ministers of Education and Culture, Rotterdam, 12–14 July 2004. Brussels: Eurydice European Unit.
• Fülöp, M. (2005): “The development of social, economical, political identity among adolescents in the post socialist countries of Europe.” In: Fülöp, M. and Ross, A. (eds) Growing Up in Europe Today: Developing identities among adolescents. Stoke on Trent: Trentham.
• Gleeson, D. (1987): TVEI and Secondary Education: a critical approach. Milton Keynes: Open University Press.
• Gray, J. (1998): False Dawn: the delusions of global capitalism. London: Granta.
• Grenard, J. L. (2003): Associative Group Analysis: A review of the method developed by Lorand B Szalay, Transdisciplinary Drug Abuse Prevention Research Centre, University of Southern California.
• Halász, G., Garami, E., Havas, P., Vágó, I. (2001): The Development of the Hungarian Educational System, Budapest: National Institute for Public Education.
• Heater, D. (1977): A Burgeoning of Interest: political education in Britain. In: Crick B. and Heater, D. (eds) Essays on Political Education. Lewes: Falmer Press.
• Heater, D. (1999): What is Citizenship? Cambridge: Polity Press.
• Heater, D. (2000): History of Citizenship. Leicester: Allandale Online Publishing [www.aallaaadle.co.k].
• Hutchings, M. and Wade, W. (eds) (1992): Developing Economic and Industrial Understanding in the Primary School. London: PNL Press.
• Iredale, N. (1999): Work-Related Education in Primary schools: A Study of Industry’s Attitudes and Teacher Motivation, EdD thesis, University of Durham.
• Kerr, D. (1999): Citizenship Education: an international comparison [http://www.inca.org.uk/pdf/citizenship].
• Krek, J. (ed) (1996): White Paper on Education in the Republic of Slovenia. Ljubljana: Ministry of Education and Sport.
• Marián, B. (1994): A politikai közvélemémy a Medián kutatásainak tükrében. In: S. Kurtán, P. Sándor and L. Vass (Eds) Magyarorsz ág Poliikai Évk önyve, pp. 571–602. (Budapest, Hungarian Center for Democracy Research Foundation).
• Mátrai, Z. (1999): In Transit: civic education in Hungary. In: Torney-Purta, J., Schwille, J. and Amadeo, J.(eds) Civic Education Across Twenty-four National Case Studies from the IEA Civic Education Project. Amsterdam: The International Association for the Evaluation of Educational Achievement
• Mroczkowski, T, Linowes, R., and Nowak, A. (2002): “Changing Mindsets in a Successful Transition Economy: Using Associative Group Analysis to Study Changes in Cognitive Patterns in Poland from 1989 to 1999.” Journal of EastWest Business, 8, (2) pp. 5–40
• NAT: Ministry of Culture and Education (1996): National Core Curriculum. Budapest: Ministry of Culture and Education [English].
• Noble, C. E. (1952): “An analysis of meaning.” Psychological Review, 49, pp. 421– –430.
• Osgood, C. E., Suci, G. J., and Tannenbaum, P. H. (1957): The measurement of meaning. Urbana, IL: University of Illinois Press.
• Pecjak, V., Farkas, A., Plichtová, J., (1994): “Reflections of the word ‘Socialism’ in three historical periods and three countries.” Anthropos, 1994, 26, pp. 287–292.
• Peffers, J. (1998): Policy transfer ‘west’ to ‘east’: The case of the Enterprise Education in Slovakia Project MPhil thesis, University of Warwick.
• Ross, A, (ed) (1990) Economic and industrial awareness in the Primary School. London: PNL Press.
• Ross, A. (2000): Curriculum: Construction and Critique. London: Falmer.
• Rubinstein, W. D. (1993): Capitalism, Culture and Decline in Britain 1750–1900. London: Routledge
• Schlamberger, N. (ed.) (2002): Ucni nacrt: Državljanska vzgoja in etika. etika (Citizenship education and ethics – syllabus). Ljubljana: Ministrstvo za šolstvo, znanost in šport.
• Šimenc, M. (2003): “Citizenship education in Slovenia between past and future.” In: Online: Journal für Sozialwissenschaften und ihre Didaktik [SOWI on-line Journal] 2
• Stradling, R. (1977): The Political Awareness of the School Leaver. London: Hansard Society.
• Szalay, L. B., and Brent, J. E. (1967) “The analysis of cultural meanings through free verbal associations.” Journal of Social Psychology, 72, pp. 161–187.
• Szalay, L. B., and Bryson, J. A. (1974): “Psychological meaning: Comparative analyses and theoretical implications.” Journal of Personality and Social Psychology, 30(6), pp. 860–870.
• Szalay, L. B., and Deese, J. (1978): Subjective meaning and culture: An assessment through word associations. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Szalay, L. B., and Lysne, D. A. (1970): Attitude research for intercultural communication and interaction. The Journal of Communication, 20, pp. 180–200.
• Szalay, L. B., Lysne, D. A., and Bryson, J. A. (1972): “Designing and testing cogent communications.” Journal of Cross-Cultural Psychology, 3(3), pp. 247–258.
• Szalay, L. B., and Maday, B. C. (1973): “Verbal associations in the analysis of subjective culture.” Current Anthropology, 14, pp 33–50
• Szalay, L. B., Strohl, J. B., and Doherty, K. T. (1999): Psychoenvironmental forces in substance abuse prevention. New York: Kluwer Academic.
• Szalay, L. B., and Windle, C. (1968): “Relative influence of linguistic versus cultural factors on free verbal associations.” Psychological Reports, 22, pp. 43–51.
• Szalay, L.B., Windle, C. and Lysne, D (1970): “Attitude measurement by free verbal associations.” Journal of Social Psychology, 82, 1, pp. 43–55.

Identifiers

DOI

10.15804/tner.05.7.3.09

Biblioteka Nauki

28765634