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Citizenship @ the Edge of Two Worlds: The Connection between Theories of Citizenship Education and the Study of Niche Online Communities

Citizenship @ the Edge of Two Worlds: The Connection between Theories of Citizenship Education and the Study of Niche Online Communities

Robert McGray, Tieja Thomas
Copyright: © 2014 |Pages: 13
ISBN13: 9781466652064|ISBN10: 1466652063|EISBN13: 9781466652071
DOI: 10.4018/978-1-4666-5206-4.ch010
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MLA

McGray, Robert, and Tieja Thomas. "Citizenship @ the Edge of Two Worlds: The Connection between Theories of Citizenship Education and the Study of Niche Online Communities." Educational, Psychological, and Behavioral Considerations in Niche Online Communities, edited by Vivek Venkatesh, et al., IGI Global, 2014, pp. 162-174. https://doi.org/10.4018/978-1-4666-5206-4.ch010

APA

McGray, R. & Thomas, T. (2014). Citizenship @ the Edge of Two Worlds: The Connection between Theories of Citizenship Education and the Study of Niche Online Communities. In V. Venkatesh, J. Wallin, J. Castro, & J. Lewis (Eds.), Educational, Psychological, and Behavioral Considerations in Niche Online Communities (pp. 162-174). IGI Global. https://doi.org/10.4018/978-1-4666-5206-4.ch010

Chicago

McGray, Robert, and Tieja Thomas. "Citizenship @ the Edge of Two Worlds: The Connection between Theories of Citizenship Education and the Study of Niche Online Communities." In Educational, Psychological, and Behavioral Considerations in Niche Online Communities, edited by Vivek Venkatesh, et al., 162-174. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5206-4.ch010

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Abstract

This chapter explores the possibilities for understanding participation in niche online communities through the theories and concepts found in the field of citizenship education. The authors note that there are a number of themes found in theories of citizenship education that help one understand the nature of participation in niche online communities. At the same time, there are a number of contrasting goals—such as the role of virtues in online contexts and who as a right to participate—that demonstrate tensions between the two fields. The authors argue, however, that these tensions are not insurmountable: they suggest that the fruitfulness of the connection between the two fields is the way in which theories of citizenship education highlight the informally learned roles of participating in online communities.

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