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Young People in Transition: Becoming Citizens?
by C. Pole J. Pilcher J. WilliamsThe essays in this collection represent a major contribution to our understanding of youth and transitions to key areas of adult citizenship, including employment, independent living arrangements and political participation. The education of children and young people in 'citizenship' usually emphasizes either rights or responsibilities, through the concept of 'active citizenship'. The central concern of the book is to address the tensions and contradictions between the teaching of active citizenship and the real life difficulties many young people face in the practical transition to being adult citizens in modern life.
Young People, Learning and Storytelling (Palgrave Studies in Alternative Education)
by Emma ParfittThis book explores the lives of young people through the lens of storytelling. Using extensive qualitative and empirical data from young people’s conversations following storytelling performances in secondary schools in the UK, the author considers the benefits of stories and storytelling for learning and the subsequent emotional, behavioural and social connections to story and other genres of narrative. Storytelling has both global and transnational relevance in education, as it allows individuals to compare their experiences to others: young people learn through discussion that their opinions matter, that they are both similar to and different from their peers. This in turn can facilitate the development of critical thinking skills as well as encouraging social learning, co-operation and cohesion. Drawing upon folklore and literary studies as well as sociology, philosophy, youth studies and theatre, this volume explores how storytelling can shape the lives of young people through storytelling projects. This reflective and creative volume will appeal to students and scholars of storytelling, youth studies and folklore.
Young People Making a Life
by Ani WierengaThis book explores the challenge of making a life: finding meaning, livelihood and social connectedness. Drawing on research with young people, the analysis goes beyond traditional treatment of youth issues or 'problems', providing discussion of topics like young people's learning and work, their creativity, wellbeing and active citizenship.
Young People on the Margins: Priorities for Action in Education and Youth
by Loic Menzies Sam BaarsOur society leaves too many young people behind. More often than not, these are the most vulnerable young people, and it is through no fault of their own. Building a fair society and an equitable education system rests on bringing in and supporting them. By drawing together more than a decade of studies by the UK’s Centre for Education and Youth, this book provides a new way of understanding the many ways young people in England are pushed to the margins of the education system, and in turn, society. Each contributor shares the personal stories of the young people they have encountered over the course of their fieldwork and practice, combining this with accessible syntheses of previous studies, alongside extensive analysis of national datasets and key publications. By unpicking the many overlapping factors that contribute to different groups’ vulnerability, the book demonstrates the need to understand each young person’s life story and to respond quickly and collaboratively to the challenges they face. The chapters conclude with action points highlighting the steps individuals, institutions and policy makers can take to bring young people in from the margins. Young People on the Margins showcases first-hand examples of where these young people's needs are being addressed and trends bucked, drawing out what can and must be learned, for teachers, leaders, youth workers and policy makers.
Young People on the Margins: Priorities for Action in Education and Youth
by Loic Menzies Sam BaarsOur society leaves too many young people behind. More often than not, these are the most vulnerable young people, and it is through no fault of their own. Building a fair society and an equitable education system rests on bringing in and supporting them. By drawing together more than a decade of studies by the UK’s Centre for Education and Youth, this book provides a new way of understanding the many ways young people in England are pushed to the margins of the education system, and in turn, society. Each contributor shares the personal stories of the young people they have encountered over the course of their fieldwork and practice, combining this with accessible syntheses of previous studies, alongside extensive analysis of national datasets and key publications. By unpicking the many overlapping factors that contribute to different groups’ vulnerability, the book demonstrates the need to understand each young person’s life story and to respond quickly and collaboratively to the challenges they face. The chapters conclude with action points highlighting the steps individuals, institutions and policy makers can take to bring young people in from the margins. Young People on the Margins showcases first-hand examples of where these young people's needs are being addressed and trends bucked, drawing out what can and must be learned, for teachers, leaders, youth workers and policy makers.
Young People, Popular Culture and Education (Contemporary Issues in Education Studies)
by Chris Richards Richard Race Simon Pratt-AdamsWritten to support the Education Studies student with full pedagogical features throughout, this book explores the inter-relationship between the three fields and considers how these relationships have informed teaching practice, especially in the school context.
Young People Reading: Empirical Research Across International Contexts
by Evelyn Arizpe Gabrielle Cliff HodgesThe value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices. Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12–21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media. Key issues addressed in the book include: the complexity of sociocultural similarities and differences in young people’s reading in international contexts multilingual, bilingual and monolingual readers’ experiences of reading how young readers use a range of different print and digital media how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research. Providing in-depth discussion of contributors’ research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people’s reading.
Young People Reading: Empirical Research Across International Contexts
by Evelyn Arizpe Gabrielle Cliff HodgesThe value of small-scale qualitative research projects into young people’s reading is often underestimated. Yet these finely tuned studies, with a precise focus and highly specialised approach, can provide us with profound insights into the richness and variety of young people’s reading practices. Bringing together contributors from six continents, this fascinating volume explores researchers’ experiences of investigating the reading habits, preferences and practices of young people aged 12–21. Detailing a variety of empirical methodologies and research methods, its chapters also consider reading in an array of contexts, in various languages and using diverse media. Key issues addressed in the book include: the complexity of sociocultural similarities and differences in young people’s reading in international contexts multilingual, bilingual and monolingual readers’ experiences of reading how young readers use a range of different print and digital media how our understanding of the range of texts available to young readers and the different contexts of and purposes for reading can be enhanced through small-scale qualitative research. Providing in-depth discussion of contributors’ research and findings, and touching on many different contexts, text types and media, this volume will support and inspire current and future researchers, lecturers and teachers interested in young people’s reading.
Young People, Social Media and Health (Routledge Studies in Physical Education and Youth Sport)
by Victoria A. Goodyear Kathleen M. ArmourThe Open Access version of this book, available at http://www.tandfebooks.com/doi/view/10.4324/9781351026987, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license The pervasiveness of social media in young people’s lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people’s health and wellbeing. Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people’s experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physical activity. Using empirical case studies, digital representations, and evidence from multi-sector and interdisciplinary stakeholders and academics, this volume identifies the opportunities and risk-related impacts of social media. Offering new theoretical insights and practical guidelines for educators, practitioners, parents/guardians, and policy makers; Young People, Social Media and Health will also appeal to students and researchers interested in fields such as Sociology of Sport, Youth Sports Development, Secondary Physical Education, and Media Effects.
Young People, Social Media and Health (Routledge Studies in Physical Education and Youth Sport)
by Victoria Goodyear Kathleen ArmourThe Open Access version of this book, available at http://www.tandfebooks.com/doi/view/10.4324/9781351026987, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license The pervasiveness of social media in young people’s lives is widely acknowledged, yet there is little evidence-based understanding of the impacts of social media on young people’s health and wellbeing. Young People, Social Media and Health draws on novel research to understand, explain, and illustrate young people’s experiences of engagement with health-related social media; as well as the impacts they report on their health, wellbeing, and physical activity. Using empirical case studies, digital representations, and evidence from multi-sector and interdisciplinary stakeholders and academics, this volume identifies the opportunities and risk-related impacts of social media. Offering new theoretical insights and practical guidelines for educators, practitioners, parents/guardians, and policy makers; Young People, Social Media and Health will also appeal to students and researchers interested in fields such as Sociology of Sport, Youth Sports Development, Secondary Physical Education, and Media Effects.
Young People, Stalking Awareness and Domestic Abuse
by Maria Mellins Rachael Wheatley Caroline FlowersThis book addresses domestic abuse and stalking among young people in the UK and Ireland, with a focus on intersectionality and lifestyle settings. In partnership with the Alice Ruggles Trust, this book draws on a wealth of expert contributions including those with lived experience, frontline services such as Paladin National Stalking Advocacy Service, charities EmilyTest and Hollie Gazzard Trust, researchers of so-called honour-based abuse and online harms, and forensic psychologists who work with people who stalk. It begins with an overview of ways to recognise harmful behaviours, including those carried out online. The discussion then moves on to methods and motivations of stalking and coercive control and the various lifestyle contexts including education environments, young people in the workplace, and the role of the police and frontline support services in tackling these issues. It is a vital resource for undergraduate students across criminology, sociology, law, psychology, education, social justice, policing, and forensic psychology, as well as a combination of academic researchers and professionals working within stalking and domestic abuse support and prevention. This action-orientated book also includes 'Key Points' and ‘Discussion Questions’ in each chapter to direct student learning in the classroom and to create discussion points for wider readers.
Young People with Anti-Social Behaviours: Practical Resources for Professionals (nasen spotlight)
by Kathy HampsonThe media today suggests that many young people are becoming involved in anti-social behaviour. But increasing amounts of legislation and ASBOs neither seem to have addressed the real issues nor solved the problem, and may simply add to the frustrations of all those involved. Kathy Hampson’s comprehensive guide is based on up-to-date, grass-roots experience of working with young people with anti-social behaviour. Including ready-to-use, photocopiable resources suitable for a wide variety of settings, it examines the background to these highly topical issues, enabling the reader to contextualise and better identify with the problems faced by the young people they work with. The easy-to-reproduce, tried-and-tested exercises: are for use with individuals or groups address the issues involved in offending behaviour can be easily modified to cater for a range of learning styles, abilities and maturity, (and shows how you can identify which exercises suit which young people) include discussion scenarios, worksheets, cartoons, card games and creative activities can be used to dissuade young people from getting involved in anti-social behaviour, and to enable them to make better decisions The book includes an appraisal of current research on the issues surrounding anti-social behaviour and, in particular, risk factors that may be involved ‘behind the scenes’ in young people’s lives. A section on working with parents helps them to support their children, improve their parenting skills and to know where, and how, to ask for help. This is an essential resource offering constructive, practical solutions to anti-social behaviour in young people between the ages of 10 and 18. It will be invaluable for those working professionally or voluntarily in schools, with youth groups, youth offending teams, youth inclusion projects, faith groups, anti-social behaviour teams, or for anyone whose work offers the opportunity, or requires them, to challenge anti-social and offending behaviour.
Young People with Anti-Social Behaviours: Practical Resources for Professionals (nasen spotlight)
by Kathy HampsonThe media today suggests that many young people are becoming involved in anti-social behaviour. But increasing amounts of legislation and ASBOs neither seem to have addressed the real issues nor solved the problem, and may simply add to the frustrations of all those involved. Kathy Hampson’s comprehensive guide is based on up-to-date, grass-roots experience of working with young people with anti-social behaviour. Including ready-to-use, photocopiable resources suitable for a wide variety of settings, it examines the background to these highly topical issues, enabling the reader to contextualise and better identify with the problems faced by the young people they work with. The easy-to-reproduce, tried-and-tested exercises: are for use with individuals or groups address the issues involved in offending behaviour can be easily modified to cater for a range of learning styles, abilities and maturity, (and shows how you can identify which exercises suit which young people) include discussion scenarios, worksheets, cartoons, card games and creative activities can be used to dissuade young people from getting involved in anti-social behaviour, and to enable them to make better decisions The book includes an appraisal of current research on the issues surrounding anti-social behaviour and, in particular, risk factors that may be involved ‘behind the scenes’ in young people’s lives. A section on working with parents helps them to support their children, improve their parenting skills and to know where, and how, to ask for help. This is an essential resource offering constructive, practical solutions to anti-social behaviour in young people between the ages of 10 and 18. It will be invaluable for those working professionally or voluntarily in schools, with youth groups, youth offending teams, youth inclusion projects, faith groups, anti-social behaviour teams, or for anyone whose work offers the opportunity, or requires them, to challenge anti-social and offending behaviour.
Young People's Civic Identity in the Digital Age (Palgrave Studies in Young People and Politics)
by Julianne K. ViolaThis book explores young people’s civic experiences in contemporary American society, and how they navigate the political world in an era defined by digital media. Drawing on the experiences of young people before they have reached voting age, the book provides vital perspectives on citizenship and civic engagement of a part of the population that is often overlooked. The author engages with the tensions young people encounter in their everyday personal and civic lives, particularly in their understanding and experience of civic identity in ways that are shaped by society’s (mis)perceptions of youth. The book introduces a new framework of civic identity that has been directly informed by the lived civic experiences of young people themselves. The findings will be of great interest to researchers and students working in political science, sociology, youth studies, education studies, and media studies, as well as policy-makers, practitioners, and parents of young people.
Young People's Educational Careers in England and Germany: Integrating Survey and Interview Analysis via Qualitative Comparative Analysis
by J. GlaesserIn this comparative study of young people's educational careers in England and Germany, individual factors, social class, school and country characteristics are shown jointly to shape these careers through mutually reinforcing processes. Qualitative Comparative Analysis (QCA) is combined with interview analysis to explore generative mechanisms.
Young People's Images of Science (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by Rosalind Driver John Leach Robin Millar Phil Scott* What ideas about science do school students form as a result of their experiences in and out of school?* How might science teaching in schools develop a more scientifically-literate society?* How do school students understand disputes about scientific issues including those which have social significance, such as the irradiation of food?There have been calls in the UK and elsewhere for a greater public understanding of science underpinned by, amongst other things, school science education. However, the relationship between school science, scientific literacy and the public understanding of science remains controversial.In this book, the authors argue that an understanding of science goes beyond learning the facts, laws and theories of science and that it involves understanding the nature of scientific knowledge itself and the relationships between science and society. Results of a major study into the understanding of these issues by school students aged 9 to 16 are described. These results suggest that the success of the school science curriculum in promoting this kind of understanding is at best limited.The book concludes by discussing ways in which the school science curriculum could be adapted to better equip students as future citizens in our modern scientific and technological society. It will be particularly relevant to science teachers, advisers and inspectors, teacher educators and curriculum planners.
Young People's Literacies in the Digital Age: Continuities, Conflicts and Contradictions
by Luci PangrazioWhat do young people really do with digital media? Young People's Literacies in the Digital Age aims to debunk the common myths and assumptions that are associated with young people's relationship with digital media. In contrast to widespread notions of the empowered and enabled 'digital native', the book presents a more complex picture of young people's digital lives. Focusing on the notion of 'critical digital literacies' this book tackles a number of pressing questions that are often ignored in media hype and political panics over young people’s digital media use, including: In what ways can digital media enhance, shape or constrain identity representation and communication? How do digital experiences map onto young people’s everyday lives? What are young people’s critical understandings of digital media and how did they develop these? What are the dominant understandings young people have of digital media and in whose interests do they work? These questions are addressed through the findings of a year of fieldwork with groups of young people aged 14 to 19 years. Over the course of eight chapters, the experiences and views of these young people are explored with reference to various academic literatures, such as digital literacies, media and communication studies, critical theory and youth studies. Starting with their early socialisation into the digital context, the book traces the continuities, contradictions and conflicts they encounter as part of their practices. Written in a detailed but accessible manner, this book develops a unique perspective on young people’s digital lives.
Young People's Literacies in the Digital Age: Continuities, Conflicts and Contradictions
by Luci PangrazioWhat do young people really do with digital media? Young People's Literacies in the Digital Age aims to debunk the common myths and assumptions that are associated with young people's relationship with digital media. In contrast to widespread notions of the empowered and enabled 'digital native', the book presents a more complex picture of young people's digital lives. Focusing on the notion of 'critical digital literacies' this book tackles a number of pressing questions that are often ignored in media hype and political panics over young people’s digital media use, including: In what ways can digital media enhance, shape or constrain identity representation and communication? How do digital experiences map onto young people’s everyday lives? What are young people’s critical understandings of digital media and how did they develop these? What are the dominant understandings young people have of digital media and in whose interests do they work? These questions are addressed through the findings of a year of fieldwork with groups of young people aged 14 to 19 years. Over the course of eight chapters, the experiences and views of these young people are explored with reference to various academic literatures, such as digital literacies, media and communication studies, critical theory and youth studies. Starting with their early socialisation into the digital context, the book traces the continuities, contradictions and conflicts they encounter as part of their practices. Written in a detailed but accessible manner, this book develops a unique perspective on young people’s digital lives.
Young People's Perceptions of Europe in a Time of Change: IEA International Civic and Citizenship Education Study 2016 European Report
by Bruno Losito Gabriella Agrusti Valeria Damiani Wolfram SchulzThis open access book presents findings from 15 European countries participating in the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). The study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It responds to new and persisting challenges in the area of civic and citizenship education. The main results presented in this book are based on data collected using a European student questionnaire and provide insights into lower-secondary students’ views on European identity (such as whether they identify as European, or have opportunities to learn about Europe in school), perceptions of freedom of movement and immigration (such as attitudes toward immigration, restriction of freedom of movement, and the freedom of European citizens to live and work across Europe), and perceptions of Europe and its future (such as views on European cooperation, expectations regarding Europe’s future, and attitudes toward the European Union). For the 12 countries that participated in the previous cycle (ICCS 2009), ICCS 2016 reveals changes in young people’s perceptions of immigration and European identity between 2009 and 2016. Test and questionnaire data from the international core study are used to review the extent to which region-specific perceptions are related to other factors, such as students’ level of civic knowledge and social or educational contexts.
Young People's Play, Wellbeing and Learning: Psycho-Social and Virtual Geographies in Digital Play
by Dimitra HartasThis book explores the shifting geographies and contexts of children's play and learning. The author examines both free and guided play through the lenses of class, gender and disability, drawing links between face-to-face and online interactions. As young people increasingly spend time in virtual environments it is important to adjust understandings of how, and when, they engage with learning. The book examines play as a continuum of activities and peer interactions, interrogating what it takes to bridge the gap between academic and wellbeing goals for children with disabilities and disadvantage, as well as those at the intersection with other markers of difference (e.g. gender and race). It will be of interest and value to scholars of play and education, as well as those working with disabled or disadvantaged children.
Young People's Quality of Life and Construction of Citizenship (SpringerBriefs in Well-Being and Quality of Life Research)
by Graciela TononThe study of quality of life refers to the material environment (social welfare) and psychosocial environment (wellbeing). It has been defined as a concept that implies the objective and subjective dimension that Cummins (1997) first studied in seven domains. The use of domains in the quality of life study allows a more precise measurement than the one that could have been reached through simple questions, since psychometric scales are used and if the addition of domains is equivalent to the totality of life satisfaction, then the group of domains is a valid measure of quality of life. In the case of young people, it has been observed that even if they live in negative physical, social and contextual conditions, they can nevertheless experience a relatively positive experience in relation to their quality of life, depending on the strategies and capabilities that they generate in relation to the context. Similarly, young people that live in favorable socioeconomic conditions and with a trouble free psychological situation may experience a relatively poor evaluation of their position in life (Patrick et al). oung people do not form a homogenous group and, in this sense, it is not possible to generalize about youth; they interact with the environment in which they live and they are a product of the history they happen to live, in this way they transit different vital scenarios in daily life that affect their quality of life. The social representations about youth that each population has, in each historical moment, are embedded in the social context in which young people live and develop, conditioning every-day life and /or creating related stereotypes. The concept of youth is a social construction built conjointly by all members of society in the historical moment in which they live. Young people interact with the environment in which they live and they are a product of the history they happen to live. Authors like Urresti (1999) define youth from a point of view that takes into account the living together of different generations in different societies, thus being impossible to compare young people of today with those of two or three decades ago; in addition, he states that it is necessary to situate the understanding of youth within the historical and social moment in which they live. Nowadays the predominant adult model is based in individualism, and even if an intergenerational dialogue is necessary, it is difficult for young people to achieve this kind of communication with adults that, in some cases, are living “stages of youth” or that need to be “forever young”. Young people live in uncertainty, with a limited perspective for future action, assigning their own meaning to events and facts, according to their fundamental concerns that are significantly different from those of their parents’ generation. In the other side the process of globalization and the protagonist social role of the new informational and communicational technologies, produce that the possibilities to expand individual freedoms increase, but not all young people can manage with it (Lechner, 2002). What young people need in order to construct their citizenship and feel satisfied, varies according to the different societies, especially considering that most of them live a fragile situation. As Cortina (2003:7-9) states, the idea of citizenship always transcends individualism, because the citizen is somebody that exists together with others, and those others are equal to him before the city, is somebody that deliberates with others, that acts with others conjointly, that assumes the protagonist role of his own life, in this way citizen is not only that who the law protects, but that who participates in the public issues. Speaking about young people we propose to recognize them from their equal dignity because “recognition is not only a courtesy that we owe others: it is an essential human need” (Taylor, 1993:46). This recognition is based in human dignity and tends to protect the basic rights of people as individuals and to recognize the particul
Young People's Rights in the Citizenship Education Classroom (Palgrave Studies in Global Citizenship Education and Democracy)
by Helen HannaThis book explores the rights held by young people in the citizenship education classroom in the divided societies of Northern Ireland and Israel. Against the backdrop of a long history of protracted conflict and division, the author analyses how international rights obligations are reflected in the contested citizenship education curriculum in secondary schools. Drawing upon extensive qualitative data as well as policy and curriculum documents, the author reveals that understandings of education rights can be oriented around three themes – minority group representation in the curriculum, dealing with difference through pedagogy, and preparing young people for life in a (divided) society. This can be mapped onto the 42-A rights framework where education should be ‘acceptable’ and ‘adaptable’. However, the variety of interpretations held by participants raises questions regarding the ‘universality’ of international frameworks for education rights, and the workability of such frameworks in the national and divided contexts. While the contexts of Northern Ireland and Israel have much in common, they are rarely compared: this book will show that their comparison is as relevant as ever, as issues of identity continue to affect everyday school life. This book will be of interest to citizenship and history education scholars, as well as those who are concerned with the application of international human rights law.
Young People’s Transitions into Creative Work: Navigating Challenges and Opportunities (Routledge Research in Education)
by Julian Sefton-Green S Craig Watkins Ben KirshnerExploring how formal and informal education initiatives and training systems in the US, UK and Australia seek to achieve a socially diverse workforce, this insightful book offers a series of detailed case studies to reveal the initiative and ingenuity shown by today’s young people as they navigate entry into creative fields of work. Young People’s Journeys into Creative Work acknowledges the new and diverse challenges faced by today's youth as they look to enter employment. Chapters trace the rise of indie work, aspirational labour, economic precarity, and the disruptive effects of digital technologies, to illustrate the oinventive ways in which youth from varied socio-economic and cultural backgrounds enter into work in film, games production, music, and the visual arts. From hip-hop to new media arts, the text explores how opportunities for creative work have multiplied in recent years as digital technologies open new markets, new scenes, and new opportunities for entrepreneurs and innovation. This book will be of great interest to researchers, academics and postgraduate students in the fields of youth studies, careers guidance, media studies, vocational education and sociology of education.
Young People’s Transitions into Creative Work: Navigating Challenges and Opportunities (Routledge Research in Education)
by Julian Sefton-Green S Craig Watkins Ben KirshnerExploring how formal and informal education initiatives and training systems in the US, UK and Australia seek to achieve a socially diverse workforce, this insightful book offers a series of detailed case studies to reveal the initiative and ingenuity shown by today’s young people as they navigate entry into creative fields of work. Young People’s Journeys into Creative Work acknowledges the new and diverse challenges faced by today's youth as they look to enter employment. Chapters trace the rise of indie work, aspirational labour, economic precarity, and the disruptive effects of digital technologies, to illustrate the oinventive ways in which youth from varied socio-economic and cultural backgrounds enter into work in film, games production, music, and the visual arts. From hip-hop to new media arts, the text explores how opportunities for creative work have multiplied in recent years as digital technologies open new markets, new scenes, and new opportunities for entrepreneurs and innovation. This book will be of great interest to researchers, academics and postgraduate students in the fields of youth studies, careers guidance, media studies, vocational education and sociology of education.
Young People's Views of Government, Peaceful Coexistence, and Diversity in Five Latin American Countries: IEA International Civic and Citizenship Education Study 2016 Latin American Report
by Wolfram Schulz John Ainley Cristián Cox Tim FriedmanThis open access report presents findings from the five Latin American countries that participated in the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). ICCS 2016 investigated the ways in which a range of countries are preparing their young people to undertake their roles as citizens during the second decade of the 21st century. The study also responded to new challenges in civic and citizenship education, and its findings allow robust comparisons of lower-secondary students’ attitudes to and perceptions of a wide range of aspects related to civics and citizenship.The results presented in this report come mainly from data collected via a regional Latin American student questionnaire. The findings provide insights into Latin American lower-secondary students’ thoughts on government practices (e.g., corruption and authoritarian government), their attitudes toward peaceful coexistence (e.g., use of violence, disobedience to the law, empathy), and their perceptions of diversity in society (e.g., tolerance of and discrimination against minorities and homosexuals). Four of the five participating Latin American countries also participated in the previous cycle of this study (ICCS 2009), making it possible to explore changes in young people’s civic-related perceptions and attitudes between 2009 and 2016.Data from the international part of the study (test and questionnaire) were used to review the extent to which region-specific perceptions relate to other factors such as students’ level of civic knowledge and students’ socioeconomic and educational contexts.