Relevant bibliographies by topics / Children and politics ; Political socialization

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Children and politics ; Political socialization'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Children and politics ; Political socialization"

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Zavershinsky, Konstantin. "POLITICAL SOCIALIZATION OF CHILDREN AS A SYMBOLIC REPRESENTATION OF THE “POLITICS OF CHILDREN”." Political Expertise: POLITEX 16, no. 3 (2020): 308–28. http://dx.doi.org/10.21638/spbu23.2020.301.

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The article examines the importance of the political socialization of children to ensure generational continuity and stability of political communications. The author supposes that the dominance of the research attitude towards the process of politicization of children as the implementation of the institutional and ideological activity of older generations concerning the age minority limits the ability to understand qualitative changes in contemporary communications. The blurring of boundaries between the “world of childhood” and “adults” in the contemporary society leads to the fact that relations between generations become more complicated and acquire a high degree of variability and arbitrariness. The diversification of symbolic production, the multiplication of actors in contemporary political communications, the growing variability of political ideologies and ways of representing politics, actualizes the study of the political socialization of children as a specific political communication depending on the features of the spatio-temporal design of political events in certain national communities. According to the author, this allows us to take into account the differences in the perception of the significance of certain political events by generations and the peculiarities of the children’s and youth’s positioning concerning the older generation. In this case, the meaning and content of political socialization is not reduced to the process of adaptation of children to the institutions and ideological regimes of “adult society”, but appears as a process of choosing and challenging the collectively significant symbols of the older generation by the younger generation. A decisive role in the study of the political socialization of children is played by the research of the influence of the dynamics of the profiles of the legitimation of national memory, including various competing symbolic representations of images of the past and the future, the typology of the heroic, ideas of guilt and responsibility. The author emphasizes the importance of description and applied analysis of the effectiveness of the symbolic structures of national memory and the role of iconic power in the implementation of politics of children on the example of the US and contemporary Russian cinema. Using the theoretical and practical explications of contemporary cultural sociology as a methodological basis, the author proposes a new approach to the study of the political socialization of children and the politics of children in contemporary society.
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Rashid, Hakim M. "Secular Education and the Political Socialization of Muslim Children." American Journal of Islam and Society 9, no. 3 (1992): 387–96. http://dx.doi.org/10.35632/ajis.v9i3.2576.

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As discussions of the "New World Order" intensify, Muslims around theworld are increasingly questioning the relevance of this phrase to their livesand to the future of the ummah. For many Muslims, the popularization of thisterm signals a need to reexamine those processes that shape the transmissionof the Islamic worldview from one generation to the next. The proposed"New World Order" seems much too reminiscent of the "Old World Order,"an economic and political order characterized by the economic subservienceand political impotency of most of the Muslim world. Muslim social scientistsare beginning to examine those processes and factors that might create thekind of "New World Order" that liberates rather than oppresses Muslims.One a m of inquiry that must be addressed is that of political socialization,as it is a phenomenon that occm within virtually every human culture.In essence, it is a process that involves the individual's acquisition of sociallyand culturally approved attitudes, values, beliefs, and behaviors as regards thepolitical world. As a social science subspecialty, it represents a convergencebetween political science and child development. Much of the literature dealingwith political socialization therefore focuses on the institutions and mechanismsthrough which children are politically socialized over time.Within the Muslim world, the study of political socialization is critical toacquiring an understanding of how Muslim children learn about the multidimensionalnature of the political world. How do they learn about politics?What kinds of political socialization models might be developed to reflecttheir experience? What are the relative effects of institutions like the familyand school on their political socialization? These are just a few of the questionsthat must be addressed within an approach to political socialization thatreflects the cultural integrity of Muslims.This paper will explore the potential impact of secular education on thepolitical socialization of Muslim children. It will begin with a discussion ofa variety of political socialization models that have been developed in theWest. Nationalism, as a central dimension of political socialization, will bediscussed with particular emphasis placed on how schools promote nationalismin children. The conflict between nationalistic and Islamic identities willbe explored as it is manifested in the secularized educational curricula ...
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van Deth, Jan W., Simone Abendschön, and Meike Vollmar. "Children and Politics: An Empirical Reassessment of Early Political Socialization." Political Psychology 32, no. 1 (2010): 147–74. http://dx.doi.org/10.1111/j.1467-9221.2010.00798.x.

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Dinas, Elias. "Why Does the Apple Fall Far from the Tree? How Early Political Socialization Prompts Parent-Child Dissimilarity." British Journal of Political Science 44, no. 4 (2013): 827–52. http://dx.doi.org/10.1017/s0007123413000033.

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Children are more likely to adopt their family's political views when politics is important to their parents, and the children of politically engaged parents tend to become politically engaged adults. When these transmission dynamics are considered together, an important hypothesis follows: the children who are most likely to initially acquire the political views of their parents are also most likely to later abandon them as a result of their own engagement with the political world. Data from the Political Socialisation Panel Study provide support for this hypothesis, illuminate its observational implications and shed light on the mechanisms, pointing to the role of new social contexts, political issues and salient political events. Replications using different data from the US and the UK confirm that this dynamic is generalizable to different cohorts and political periods.
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Bar-Tal, Daniel, Aurel Harrison Diamond, and Meytal Nasie. "Political socialization of young children in intractable conflicts." International Journal of Behavioral Development 41, no. 3 (2016): 415–25. http://dx.doi.org/10.1177/0165025416652508.

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This article examines the political socialization of young children who live under conditions of intractable conflict. We present four premises: First, we argue that, within the context of intractable conflict, political socialization begins earlier and faster than previously suspected, and is evident among young children. Second, we propose that the agents of political socialization impart narratives of the ethos of conflict and of collective memory in young children that support continuation of the conflict. Third, we maintain that the great majority of the young children form systematic and coherent systems of beliefs, attitudes, and emotions that support the conflict as a result of political socialization and direct exposure to conflict. Finally, we suggest that the conflict-related contents absorbed by children have lasting effects on the solidification of children’s later socio-psychological repertoire. Our arguments highlight the serious consequences of political socialization processes on very young children in societies involved in intractable conflict.
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Boonen, Joris. "Political equality within the household? The political role and influence of mothers and fathers in a multi-party setting." International Political Science Review 38, no. 5 (2016): 577–92. http://dx.doi.org/10.1177/0192512116639745.

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This study aims to contribute new insights into the way ‘political labour’ is divided in the household. I use data from a large-scale panel study, the Parent–Child Socialization Study 2012–2013, conducted among adolescents and both their parents in Belgium, to analyse the different ways in which family members engage in politics and influence each other’s political preferences. First, I analyse differences in political engagement between fathers, mothers and adolescents. Second, I present a full triadic structural equation model to measure the political influence that fathers, mothers and adolescent children exert on one another. The findings suggest that fathers are (still) more engaged in politics, but when it comes to preferences for political parties, both parents influence their partners and their adolescent children in equal measure.
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VENTURA, RAPHAEL. "Family Political Socialization in Multiparty Systems." Comparative Political Studies 34, no. 6 (2001): 666–91. http://dx.doi.org/10.1177/0010414001034006004.

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This article presents a model linking the structure of the party system with the political identification children develop during the political socialization process. According to this model, children acquire from their parents political labels that serve as voting cues. These cues can relate to a specific party (party identification), a group of parties, or a basic ideological position (usually in “left” and “right” terms). In every society, labels having greater heuristic value are more commonly transmitted from parent to offspring. The type of label with the heuristic advantage in each society is determined by the nature of the party system and, specifically, by three of its characteristics: number of parties, composition of the social cleavages, and degree of competitiveness. Some of the model's assumptions are tested with empirical data from Israel, providing a comprehensive account of the intergenerational transmission of partisanship and ideological orientations in Israel.
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Pedraza, Francisco I., and Brittany N. Perry. "Validating a Measure of Perceived Parent–Child Political Socialization." Political Research Quarterly 73, no. 3 (2019): 623–37. http://dx.doi.org/10.1177/1065912919850632.

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A growing body of research in political science is influenced by conceptual advances in socialization theory which posit that children can influence adults’ learning across a wide range of topics. The concept of bidirectional influence describes socialization led by one’s parents and children. One outstanding need in the effort to import this concept to political socialization research is a measure that captures the influence of both parents and children. We meet this need with a measure of relative influence from both parents and children as sources for political learning. We provide evidence of measurement validity using separate samples of Asians, Blacks, Latinos, and Whites. Our findings suggest that our metric is portable across groups, and that the range of what individuals recall about their familial socialization experience includes more child-to-parent influence than existing studies suggest.
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Erpyleva, Svetlana. "Freedom’s children in protest movements: Private and public in the socialization of young Russian and Ukrainian activists." Current Sociology 66, no. 1 (2016): 20–37. http://dx.doi.org/10.1177/0011392116668223.

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This article deals with the problem of political participation and public sphere learning by adolescents during the mass protests in contemporary Russia and Ukraine. Referring to theories of contentious politics and the public sphere in the post-communist world, the author highlights the debate around the relations between private and public in this context: is the value of public participation formed in the private sphere and then translated into a public one? Or rather, is the public realm something opposite to the private? Using in-depth biographical interviews with the adolescents participating in the Bolotnaya and Maidan movements, the author considers this dilemma through the lens of activists’ socialization. The analysis discovers that there is no direct connection between the values of private independence and public freedom during the growing-up process of adolescent activists. The values of private independence appropriated by Russian adolescents do not automatically translate into practices in the public sphere, and, conversely, Ukrainian activists strongly adhere to an ethic of political freedom, but to do it they prefer to break with the values of the private sphere rather than transfer them into politics. To conclude, the author discusses some implications of the analysis of political participation of adolescents on how notions of private and public are composed in Russia and Ukraine.
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Kyyakbayeva, U. K., A. I. Bulshekbayeva, and R. E. Karimova. "INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN." BULLETIN Series of Pedagogical Sciences 66, no. 2 (2020): 319–21. http://dx.doi.org/10.51889/2020-2.1728-5496.54.

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Changes in the political, social and economic spheres of modern Kazakhstan society dictate the need to increase attention to the socialization of preschool children in the family and preschool organizations. The integrity of the pedagogical process is understood as the integrity of the processes of socialization and individualization of the preschool child, preservation of the child's nature and its development in culture, enrichment of individual cultural experience in the process of inclusion in the socio-cultural experience, unity of development and education. The modern pedagogical process is designed as a system of conditions that allow each child to realize individual needs and at the same time interact with the children's community. The organization of children's activities initiates the creation of children's associations in which each child performs a favorite function and simultaneously cooperates with other children. In such an educational space, the processes of socialization and individualization leading to preschool age harmoniously complement each other.
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Dissertations / Theses on the topic "Children and politics ; Political socialization"

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Bougher, Lori Diane. "Reassessing the family's role in individual political development : a developmental and cognitive approach." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610623.

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Simon, Alice. "Les enfants et la politique : contribution à l'étude des rapports ordinaires à la politique." Thesis, Montpellier, 2017. http://www.theses.fr/2017MONTD017.

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Comment les enfants se représentent-ils l’univers politique spécialisé ? Cette thèse prend pour objet les connaissances, les croyances et les opinions politiques des enfants. Il s’agit, en s’intéressant à ce public spécifique, d’apporter une contribution à la littérature sur les rapports ordinaires à la politique. La thèse présente les résultats d’une enquête empirique alliant méthodes quantitatives et qualitatives, menée dans huit écoles primaires socialement diversifiées. Elle examine les éléments dont disposent les enfants pour appréhender l’univers politique et prête attention aux différences entre eux à ce sujet. Il s’agit notamment d’étudier la compétence politique des enquêtés, tant du point de vue de leurs connaissances politiques que de leur compétence statutaire. L’examen du poids de variables telles que l’âge, le genre ou le milieu social permet ainsi d’interroger la genèse des inégalités de politisation. Il s’agit également de mettre à jour les bricolages grâce auxquels les enfants parviennent, malgré leur compétence en général limitée, à donner du sens à l’univers politique, c’est-à-dire à le comprendre, le juger et s’y situer. La thèse étudie l’imbrication entre les dimensions cognitives et normatives de la socialisation politique : elle indique que les jugements de valeurs et les opinions sont intériorisés par les enfants sur le mode de l’évidence, à l’instar des connaissances factuelles. Elle montre ainsi que les rapports des individus à la politique découlent de la réappropriation des messages pluriels provenant de leur environnement
How do children view the specialized political universe? This dissertation studies children’s political knowledge, beliefs and opinions. It aims, through the study of this specific population, to contribute to the literature on ordinary relations to politics. It presents the results of an empirical study which was led in eight socially-diverse schools and combines both quantitative and qualitative methods. The study investigates which elements are available to the children in order to understand the political universe, and it pays attention to the differences between them, in particular regarding their political competence. The examination of the impact of variables such as age, gender or social environment contributes to understanding the roots of the inequalities in politicization. The dissertation also looks at the way children manage, despite of their generally limited political competence, to make sense of the political universe, in other words to understand and judge it. It studies the intertwining between cognitive and normative dimensions of political socialization: it indicates that judgments and opinions are interiorized by children as if they were evident, just as if they were factual knowledge. It thus shows that individual relations to politics are built on the re-appropriation of the plural messages coming from the environment
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Klinger, Jessica, and Antje Müller. "Eignen sich Kindernachrichten für Kinder?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-196024.

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Nachrichtensendungen für Kinder sind im Rahmen der politischen Sozialisation bedeutsam und sehen sich mit verschiedenen Anforderungen konfrontiert. In der vorliegenden Studie unterziehen die Autorinnen die deutsche Kindernachrichtensendung Logo! und die britische Kindernachrichtensendung Newsround einem inhaltsanalytischen Qualitätsvergleich. Dazu leiten sie Qualitätskriterien aus normativen, inhaltlichen sowie formalen Beurteilungskriterien aus Rezipienten-, Produzenten- sowie aus wissenschaftlicher Sicht ab, die sie für Aussagen über die Aufbereitung und Eignung dieser Kindernachrichtenprogramme heranziehen. Die Ergebnisse dieser tiefgründigen Analyse bieten detaillierten Aufschluss über Gemeinsamkeiten und Unterschiede der untersuchten Sendungen und ermöglichen so eine differenzierte Betrachtung der Frage danach, was die Qualität von Kindernachrichtensendungen – auch unter interkulturellen Gesichtspunkten – ausmacht
TV News programs for children, within the context of political socialization, are not only hugely important but are also being faced with constant challenges. The following study focuses on Germany’s Logo! and Britain’s Newsround, two of the larger scale television news programs on offer for children. The study offers ananalytical, quality comparison of the two shows. It looks both at the quality criteria of normative, context-related and formal assessment criteria, whilst exploring the perspective of the recipient, the producer and more scientific approaches. The study concludes with an analysis of the format preparation of the two shows and analyses their respective suitability for children. The study offers a profound insight into the similarities and differences between these two broadcasts and considers how we can attempt to measure the quality of children’s news programs
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Dallmann, Christine, and Ralf Vollbrecht. "Editorial: Kindernachrichten." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-196014.

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Kinder sind neugierig auf die Welt. Und sie erfahren über diese Welt auch in den Medien, jedoch gibt es nur wenige Medienangebote mit kindgerechten Nachrichten. Dennoch bekommen Kinder Vieles mit: aus Gesprächen von Erwachsenen oder auch aus Nachrichtensendungen und Online-Angeboten, die nicht für Kinder gemacht und geeignet sind. So sind auch Berichterstattungen zu Kriegen, Natur- und sogenannten „humanitären“ Katastrophen sowie zu welt- und innenpolitischem Geschehen Bestandteil der alltäglichen Lebenswelt von Kindern. Diese gehen damit ganz unterschiedlich um. Sie reagieren auf Bedrohliches oder Unverständliches verunsichert, geängstigt oder auch interessiert – sie bleiben jedoch mit ihren Fragen und Ängsten oft allein, denn nicht immer stehen Erwachsene zur Verfügung. Vor diesem Hintergrund haben es sich Kindernachrichtensendungen zur Aufgabe gemacht, Nachrichten auf eine an den Bedürfnissen und Horizonten von Kindern orientierte Weise zu vermitteln. In dieser Ausgabe der Medienwelten analysieren Jessica Klinger und Antje Müller vergleichend die Kindernachrichtensendungen „Newsround“ und „logo!“ und sie stellen heraus, welche Qualitätskriterien mit der Orientierung an dieser Zielgruppe verbunden sein müssen.
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Lynn, Heather R. "Gender, Religiosity, and Party Identification: The Relationship and Impact on Politics." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1306958103.

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Fishman, Darwin Ben. "Shadow politics in the rich light of day black youth, political socialization, and one Washington, D.C. metropolitan area high school /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3728.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: American Studies. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Poulette, Joshua J. "INTERGENERATIONAL DYNAMICS AND POLITICAL OUTCOMES." UKnowledge, 2013. http://uknowledge.uky.edu/msppa_etds/10.

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This dissertation explores the relationship between intergenerational dynamics and politics outcomes in several distinct contexts. It is motivated by the remarkable demographic shifts exhibited by people in advanced countries over the past several decades. Individuals on average have longer lives and fewer children than ever before. Combining these shifts with the large intergenerational public policies that exist in many such states (education, old-age social welfare, healthcare) provokes several distinct yet related research questions addressed in the chapters below. First, do political traits matter for fertility behavior? If so, could the presence of differential fertility behavior across political groups lead to a shift in the position of the future median voter? Second, what are other significant determinants of fertility in contemporary Europe and the United States? Does more recent data support the findings of established “determinants of fertility” models? Finally, does the relationship between age and Social Security benefit preferences (and confidence in the Social Security system) seem to suggest the potential for intergenerational conflict over Social Security? The chapters below tie together disparate bodies of literature from multiple academic disciplines and use empirical evidence to answer these research questions. The results suggest political traits are significant determinants of fertility in some cases. The results also demonstrate that the relationship between wealth/education and fertility in many European states is positive – in contrast to much of the literature on this relationship and the common wisdom. Finally, the last empirical chapter illustrates the existence of potential age-based political conflict over Social Security in the United States.
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Maguire, Geoffrey William. "Political postmemory : childhood, memory and politics in Argentina's post-dictatorship generation (2003-2013)." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709107.

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Okoro, Iheanyi Emmanuel. "The Role of the U.S. Mass Media in the Political Socialization of Nigerian Immigrants in the United States." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279111/.

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A mail survey of Nigerian immigrants in Dallas, Texas, and Chicago, Illinois, was conducted during October and November 1995. Four hundred and sixty-eight Nigerian immigrant families in the two cities were selected by systematic sampling through the telephone books. Return rate was approximately 40% (187). The variables included in the study were media exposure variables, general demographics, immigration traits, U.S. demographics, Nigerian demographics, and political and cultural traits. New variables which had not been included in previous studies were also tested in this study: television talk shows, talk radio, diffuse support for the U.S. political system, authoritarianism, self-esteem, and political participation. This study employed multiple regression analysis and path analysis of the data. This study found that Nigerian immigrants have high preference for television news as their main source of political information. This finding is in consonance with previous studies. Nigerian immigrants chose ABC news stations as their number one news station for political information. Strong positive associations existed between media exposure and length of stay in the United States and interest in U.S. politics. Talk radio positively associated with interest in U.S. politics and negatively associated with length of stay in the United States. Thus, this finding likely means that talk radio is a good source of political socialization for more recently arrived immigrants and those interested in U.S. politics. Significant associations existed between diffuse support for the U.S. government and interest in politics and security of immigration status. This study also found that adjustment to U.S. political culture was a function of media exposure, pre-immigration social class, diffuse support for the U.S. political system, and political knowledge.
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Hackett, Ursula. "Explaining inter-state variation in aid for children at private religious schools in the United States, up to 2012." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:140dbeed-db56-43d9-bf01-f2293734ac39.

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This American Political Development research explains cross-state variation in aid for children at private religious schools in the United States up to the end of 2012. Using a mixed-methods approach I examine how the institutional orderings of Federalism, Constitution, Church and Party affect policymaker decisions to instigate and sustain programmes of aid. By ‘aid’ I mean education vouchers and tax credits, transportation, textbook loans, equipment, nursing and food services, and tax exemptions for private religious school property. I conduct Fuzzy-Set Qualitative Comparative Analysis across all fifty states, supported by interview and archival research in six case-study states – California, Florida, Illinois, Louisiana, New York and Utah – and by statistical treatment of the constitutional amendments known as ‘No-Aid Provisions’. All of the aid policies examined here are ‘submerged’ in Mettler’s terms, in that they help private organizations to take on state functions, re-frame such functions in terms of the marketplace, and are poorly understood by the public. In this thesis I extend Mettler’s conception of submergedness to explain when institutions matter, which institutions matter, and why they matter for religious school student aid. State decentralization is necessary for high levels of aid and a high proportion of Catholics is sufficient for high levels of aid. Republican control of the state offices is a necessary condition for the passage of tax credit or voucher scholarships but not for other types of aid. No-Aid Provisions are unrelated to aid. Of the four institutional explanatory conditions, Federalism and Church have the most important effects on aid for children at private religious schools. Party explains some types of aid but not all, and Constitution is surprisingly lacking in explanatory power.
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Books on the topic "Children and politics ; Political socialization"

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Children and society: Children's attitudes to politics and power. Cassell, 1992.

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König, Bürgermeister, Bundeskanzler?: Politisches Wissen von Grundschülern und die Relevanz familiärer und schulischer Ressourcen. Springer VS, 2012.

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G, José María Cadenas. El pensamiento político de los niños: Una aproximación piagetiana. Universidad Central de Venezuela, Consejo de Desarrollo Científico y Humanístico, 1991.

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Tall, Saʻīd. Muqaddimah fī al-tarbiyah al-siyāsīyah li-aqṭār al-waṭan al-ʻArabī. Dār al-Liwāʼ lil-Ṣiḥāfah wa-al-Nashr, 1987.

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Galin, Joseph J. The political socialization of children and adolescents: A bibliography. Vance Bibliographies, 1985.

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Kalogiannakē-Chourdakē, Pella. Hellēnes mathētes tou dēmotikou scholeiou kai politikē koinōnikopoiēsē: Empeirikē ereuna kai diethnēs anaphora. Ekdoseis Grēgorē, 1993.

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James, Lare, and Wagner Kenneth A, eds. The child's political world: A longitudinal perspective. Praeger, 1985.

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Aḥsānulḥaq. School, family, and media: Their impact on political socialization of children. Rawat Publications, 1995.

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U predvorju politike: Politička socijalizacija u detinjstvu i ranoj adolescenciji. Službeni Glasnik, 2007.

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Entertainment & politics: The influence of pop culture on young adult political socialization. P. Lang, 2002.

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Book chapters on the topic "Children and politics ; Political socialization"

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Chan, Anita. "The Political Socialization of Adolescents." In Children of Mao. Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07317-7_3.

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Chan, Anita. "Political Socialization and the Authoritarian Personality in China." In Children of Mao. Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07317-7_6.

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Rose, Richard. "Mass Political Socialization." In Politics in England. Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-20153-2_7.

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Smith, Gordon B. "Ideology and Political Socialization." In Soviet Politics. Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19172-7_3.

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Walton, Hanes, Robert C. Smith, and Sherri L. Wallace. "Political Culture and Socialization." In American Politics and the African American Quest for Universal Freedom. Routledge, 2020. http://dx.doi.org/10.4324/9781003028321-5.

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Walton, Hanes, Robert C. Smith, and Sherri L. Wallace. "Political Culture and Socialization." In American Politics and the African American Quest for Universal Freedom. Routledge, 2017. http://dx.doi.org/10.4324/9781315620992-3.

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Brown, Maree, and Jaleh McCormack. "Placing Children on the Political Agenda: New Zealand’s Agenda for Children." In The Politics of Childhood. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230523197_11.

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Bartos, Ann E. "Children and Young People’s Political Participation: A Critical Analysis." In Politics, Citizenship and Rights. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-57-6_1.

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Bartos, Ann E. "Children and Young People’s Political Participation: A Critical Analysis." In Politics, Citizenship and Rights. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-4585-94-1_1-1.

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Knudsen, Jan Sverre. "To “Move, Surprise, and Thrill”: Thirty Years of Promoting Cultural Diversity in Norwegian School Concerts." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_7.

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Abstract:
AbstractThis chapter examines how a politics of cultural diversity was implemented over a 30-year period in a Norwegian school concert program run by Concerts Norway. Departing from a historical overview, the chapter outlines the shifting agendas, values, and visions of diversity that governed this ambitious cultural effort. A central aim is to examine the ideological positions that influenced the program and the political and educational debates surrounding it. The concert program is discussed with respect to cultural diversity and anti-racism, democracy, tradition, hybridity, and the tensions between educational and artwork-based paradigms. Based on theorizations of cultural difference, the chapter shows how promoting music to children has been understood as an important part of shaping societal attitudes and laying the grounds for an anti-oppressive education. Critical issues regarding representation, influence, and power in the staging of music involving immigrant performers are raised. The chapter relates the concert programs to the political frames and ideals of the nation-state by illustrating how international cooperation effectively made the concert programs a part of Norwegian foreign policy. It points out how changing government policies had a profound impact on programs promoting cultural diversity, eventually leading to their termination as a national cultural strategy.
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