Becoming Bridge Citizens: Educating for Social Justice in Conflict-Affected Settings
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| Title: | Becoming Bridge Citizens: Educating for Social Justice in Conflict-Affected Settings |
|---|---|
| Language: | English |
| Authors: | Stella Mi-Cheong Cheong (ORCID |
| Source: | Education, Citizenship and Social Justice. 2025 20(2):237-256. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Social Justice, Migrants, Personal Autonomy, Citizenship, Civics, Self Concept, Foreign Countries, Conflict, War, Adults |
| Geographic Terms: | South Korea, Liberia, North Korea |
| DOI: | 10.1177/17461979231222904 |
| ISSN: | 1746-1979 1746-1987 |
| Abstract: | This study draws on empirical data to fine-tune the theoretical concept, 'bridging civic identity', which we propose as an educational aim in conflict-affected settings. We analyse interview data from Liberian respondents and North Korean migrants living in South Korea, using a conceptual framework based on the notions of 'bridge citizens' and agency. The analysis reveals the following: (1) that a high sense of agency is related to resourcefulness and fortitude, (2) that identifying oneself as a 'bridge citizen' is connected to recognising others as such, and (3) that concrete, large-scale aspirations of social justice for the larger community -- and therefore 'imaginativeness' -- are central components of a bridging civic identity. The findings suggest that learners in similar settings ought to be trained in resourcefulness and fortitude, be shown the collective nature of working towards shared goals, and be given encouragement to visualise the just future they desire for their community or nation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476385 |
| Database: | ERIC |
| Abstract: | This study draws on empirical data to fine-tune the theoretical concept, 'bridging civic identity', which we propose as an educational aim in conflict-affected settings. We analyse interview data from Liberian respondents and North Korean migrants living in South Korea, using a conceptual framework based on the notions of 'bridge citizens' and agency. The analysis reveals the following: (1) that a high sense of agency is related to resourcefulness and fortitude, (2) that identifying oneself as a 'bridge citizen' is connected to recognising others as such, and (3) that concrete, large-scale aspirations of social justice for the larger community -- and therefore 'imaginativeness' -- are central components of a bridging civic identity. The findings suggest that learners in similar settings ought to be trained in resourcefulness and fortitude, be shown the collective nature of working towards shared goals, and be given encouragement to visualise the just future they desire for their community or nation. |
|---|---|
| ISSN: | 1746-1979 1746-1987 |
| DOI: | 10.1177/17461979231222904 |
