Youth Citizenship in Canada Apathy Engagement Education EDU

Youth Citizenship in Canada: ‘Apathy’, Engagement, & Education EDU 6426 | Dr. Douglas Fleming June 11, 2015 Carrie Griffith, Feifei Ding, Ryan Douglass, & Jennifer Bergen University of Ottawa

Presentation Outline ● Youth Citizenship ● Are Youth Apathetic? ■ Activity #1 ● Factors Influencing Youth Civic Engagement ■ Activity #2 ■ Case Study: Shannen Koostachin ● Implications for Youth Civic Education ● Further Discussion & Questions

What is ‘Youth Citizenship? ’ What is ‘Youth Civic Engagement’? ● Who ‘youth’ are differs contextually, and can range anywhere between the ages of 14 -29, depending on the study. ● Youth civic and political participation is tied to the idea of citizenship (Sherrod, Flanagan, & Youniss, 2002). ● O’Neil (2007) argues that youth political participation is limited to actions, whereas youth civic/political engagement also refers to values, beliefs, and efficacy (p. 2). Civic engagement then, extends these values and beliefs to other community initiatives.

What is ‘Youth Citizenship? ’ Why is youth civic engagement important? ● “ … the health and stability of a modern democracy depends … on the qualities and attitudes of its citizens” (Kymlicka & Norman, 2000). ● Democratic societies “must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes” (Dewey, 1924, p. 115). ● Many scholars and policymakers believe that effective citizenship education can affect youth dis/engagement (Hughes, Print & Sears, 2010; Sears, 2004; Youniss, 2011).

Are Youth Apathetic? Group Activity #1: Think, Pair, Share ➔ On your own, draft an answer to the question: “Are Canadian youth apathetic citizens? ” ➔ Once you have an answer, turn to a partner and discuss why you answered the way you did. ➔ Next, pairs will share their answers with the group.

Are Youth Apathetic? View 1 Youth civic engagement in societal concerns is fading, democratic citizenship is eroding. View 2 Increase in youth political engagement, but in more untraditional forms. View 3 Acknowledge that both engagement and disengagement are simultaneously occurring as young people navigate an entirely new world.

Are Youth Apathetic? Apathy is Boring: Youth Voting & Volunteering VISION: A Canada where every young Canadian is an active and creative citizen, and youth are meaningfully engaged in all aspects of the democratic process. Vote Mobs: Youth Voting Inspiration for the first vote mob in Guelph came from CBC comedian Rick Mercer's rant calling on young people to "do the unexpected" and vote. The vote mobs were then widely spreaded in Canadian PSE, and then to the US.

Are Youth Apathetic? Opting out or forced out? ● “Not ‘one of us’- non-engaged youth feel about politics and political leadership” (Bastedo, 2015). ○ More educated youth vote, few educated, aboriginal youth, language minorities, new immigrant youth vote. ● Subjective Well-Being Vs. Political Participation (Lorenzini, 2015). ○ Life dissatisfaction fosters the participation in contacting activities of employed youth. Life satisfaction fosters participation in protest activities of the unemployed youth

Factors Influencing Youth Civic Engagement Group Activity #2 ● In groups of three, create a web of factors (on your flip -chart paper) that you think may influence youth civic engagement. ● Once you have drawn as many as you can think of, see if you can categorize or group any of them together. ● Present your themes and factors to the class.

Factors Influencing Youth Civic Engagement Parents ● Adolescents whose parents are interested in political and social issues have higher levels of civic knowledge (Cicognani et al. , 2011; Gniewos, 2009; Schulz, 2010). ● Individuals whose parents engage in civic volunteering have higher levels of civic and political participation (Briggs, 2008; Cicognani et al. , 2011; Zurkin et al. , 2006). ● Parents act as brokers and advocates for youth (Leventhal & Brooks-Gunn, 2000).

Factors Influencing Youth Civic Engagement Social Class & Community ○ Youth from higher socioeconomic backgrounds have the resources that facilitate political and civic engagement (Fisher, 2012; White & Gager, 2007). They also engage more in political discussion and report they are more willing to take action (Wicks, 2013). ○ Neighborhood social capital may operate to increase positive youth engagement (Duke, 2011; Leventhal & Brooks-Gunn, 2000). ○ Sense of community significantly predicts voting intentions (Cicognani et al. , 2011).

Factors Influencing Youth Civic Engagement Organizations or Committees ● Through adolescent involvement in civic groups and voluntary associations, youth are more likely to become politically involved (Mc. Farland & Thomas, 2006; Sherrod et al. , 2010). ● Youth participation in extracurricular activities such as student media, student council/government, and arts/drama clubs predicts political participation in young adulthood (Denault & Poulin, 2009; Fredricks & Eccles, 2006; Glanville, 1999; Smith 1999). ● Adolescent involvement in community organisations offering programmes designed to foster civic and political engagement, predicts adult political participation (Larson & Hansen, 2005).

Case Study: Shannen Koostachin ● “At 14, she was nominated for the International Children's Peace Prize for her work to end the systemic under-funding of First Nation school children” (Angus, 2012). ● Reason for their traditional and nontraditional engagement: education. ● “The five success factors for social inclusion include: funding. . . coordination … access … reflexivity … and empowerment” (Wearing, 2010). “. . the largest youth driven child’s right movement in Canadian history” - Charlie Angus, MP Hi-Ho Mistahey

Case Study: Shannen Koostachin ‘Formal / traditional’ citizenship participation: ● Protests for a safe school on the reserve, letter writing campaign to MPs, news conferences. “. . at the age of 13, Shannen stood beside a pair of grade-eight friends at a news conference on Parliament Hill. In clear voices, they made their case to the country. Then they marched off to confront the Minister of Indian and Northern Affairs Canada (INAC)” (Goyette, 2010). ‘Nontraditional’ citizenship participation: ● ● You. Tube video campaign Facebook campaign

Implications for Civic Education Civic education leads to civic and political engagement (Kahne, Crow, & Lee, 2013). However! Certain civic knowledge, skills, and values, and certain forms of civic education pedagogy do not serve all students equally (Kincheloe, 2008): ● How is the educational system structured? ● What curricular knowledge, skills, and values are thought to be needed for civic participation? ● What are the pedagogies, student-teacher relationships, classroom and school structures? (Reid, Gill, & Sears, 2010, pp. 5 -6).

Implications for Civic Education How should civics education be taught? 1. Knowledge Transmission (Evans, 2006; Llewellyn, Cook, & Molina, 2010; Losito & Mintrop, 2010; Sears & Hughes, 1996) 1. Deliberative Classrooms (Bickmore, 2008; Feldman 2007; Hyslop-Margison & Thayer, 2009; Kahne, Crow, & Lee, 2013; Strachan, 2006; Torney-Purta, 2007) 1. Service-learning (Mendel-Reyes, 1998; Pasek, Feldman, Romer, & Jamieson, 2008; Youniss, 2011) 1. Youth-led Projects / Participatory Action Research (Anderson, 2015; Cammarota & Romero, 2011; Ginwright, 2008; Mirra, Morrell, Cain, Scorza, & Ford, 2013)

Implications for Civic Education

Discussion & Questions ● Should formal or informal participation by youth be emphasized? ● How do YOU think civics education should be taught? ● What are the drawbacks to studying youth as a homogenous group?

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