[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588390-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588390-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","what-happens-in-the-classroom-stays-in-the-classroom-the-limits-to-the-transformative-approach-to-education-for-political-citizenship-abstract","What happens in the classroom stays in the classroom - the limits to the transformative approach to education for political citizenship - abstract","","This article examines a transformative approach to education for political citizenship and argues it cannot fully account for asymmetries of political power. As a result, transformative approaches can produce an idealised model of political citizenship that transfers poorly beyond the learning space. The piece distinguishes “ubiquity of power” from indoctrination, presenting it as a route for learners to challenge political activity and explore alternatives to dominant discourses.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-happens-in-the-classroom-stays-in-the-classroom-the-limits-to-the-transformative-approach-to-education-for-political-citizenship-abstract/588390/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-happens-in-the-classroom-stays-in-the-classroom-the-limits-to-the-transformative-approach-to-education-for-political-citizenship-abstract/588390.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the article’s main critique of transformative education for political citizenship?","Question",{"text":62,"@type":63},"It argues that the transformative approach lacks the capacity to acknowledge asymmetries of political power, which limits how well its idealised model of citizenship transfers beyond the classroom.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the article treat the idea of the “ubiquity of power”?",{"text":67,"@type":63},"It states that learning about the “ubiquity of power” should not be construed as indoctrination, but rather as enabling learners to challenge aspects of political activity and consider alternatives to established discourses.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the article say what happens in the classroom does not carry into broader political engagement?",{"text":71,"@type":63},"Because political power relations outside the classroom are characterised by domination and marginalisation, while transformative learning is often situated in a carefully controlled environment.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588390,1793066473,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","What happens in the classroom stays in the classroom–the limits to the transformative approach to education for political citizenship  \nmichael j. murray, nui maynooth  \nAbstract  \nThis article offers a critical examination of the transformative approach to education for political citizenship. The argument offered here is that the transformative approaches lacks the capacity to fully acknowledge the asymmetries of political power and as a consequence, it promotes an idealised construct of political citizenship which does not transfer readily to spheres of political activity outside of the learning space. Learning about the ‘ubiquity of power’ should not be construed as indoctrination. Rather, it offers learners the possibility to challenge all aspects of political activity and to explore alternatives to established discourses.  \nKeywords: (transformative learning, power, political citizenship)  \nIntroduction  \nIt can be argued, with some conviction, that the nature of political engagement and citizenship has been transformed in recent times. The recent loss of political sovereignty to transnational and economic institutions, coupled with an ever growing cynicism with elected representatives, has impacted on our understanding of politics in the Irish context. Further afield, the pronounced activism of the Arab Spring and continuing civil unrest in EU countries such as Greece, Spain and Italy asks us to question fundamental notions of political and democratic citizenship. However, other changes in our understanding of political citizenship have been ongoing for decades. The impact of economic globalisation and resultant fears over an emergent democratic deficit has taxed the minds of policymakers and political activists alike, where the promotion of active, participatory citizenship is viewed as a remedy of sorts. Education for political citizenship is identified as an important element in this process and is evident in the Council of Europe initiating the ‘European Year of Citizenship  \nthrough Education’ in 2005. More specifically, adult education has been identified as playing an important role in this endeavour-for instance, the Irish government-sponsored Active Citizenship Taskforce acknowledges the uniqueness of adult education in facilitating ‘how people can draw on their own experience oflife to enrich learning and make new discoveries.’ (Taskforce on active citizenship, 2007b: p21) Likewise, the nexus of adult education, citizenship and democracy appears as a core theme in the Irish government’s White Paper on Adult and Community Education (2000), where adult education is viewed as‘enabling individual members of the society to grow in self-confidence, social awareness and social responsibility and to take an active role in shaping the overall direction of the society…’ (Department of Education, 2000: p20)  \nFrom these various policy initiatives, it can be argued that a particular construction of what it means to be an ‘active’ or responsible’ citizen has emerged. The European Commission-funded ‘Active Citizenship Education Study’ argues that active citizenship is ‘...characterised by tolerance, non-violence and the acknowledgement of the rule of law and of human rights.’ (de Weerd, 2005: 2) Elsewhere, the ‘Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education’, adopted in 2010, stated that  \nOne of the fundamental goals of all education for democratic citizenship and human rights education is not just equipping learners with knowledge, understanding and skills, but also empowering them with the readiness to take action in society in the defence and promotion of human rights, democracy and the rule of law.  \n(2010:p4)  \n[http://www.hrea.org/erc/Library/display_doc](http://www.hrea.org/erc/Library/display_doc).  \nphp?url=[http%3A%2F%2Fwww.hrea.org%2F2010cmrec7E](http%3A%2F%2Fwww.hrea.org%2F2010cmrec7E). pdf&external=N  \nUnsurprisingly, this policy construction is not to everyone’s ta","cbCaimaKu8bzs7sA","https://ap.wps.com/l/cbCaimaKu8bzs7sA","pdf",102276,14,"English","# Introduction\n## Policy initiatives and adult education for citizenship\n## Critiques of active citizenship constructions\n## Transformative approach and power asymmetries","[{\"question\":\"What is the article’s main critique of transformative education for political citizenship?\",\"answer\":\"It argues that the transformative approach lacks the capacity to acknowledge asymmetries of political power, which limits how well its idealised model of citizenship transfers beyond the classroom.\"},{\"question\":\"How does the article treat the idea of the “ubiquity of power”?\",\"answer\":\"It states that learning about the “ubiquity of power” should not be construed as indoctrination, but rather as enabling learners to challenge aspects of political activity and consider alternatives to established discourses.\"},{\"question\":\"Why does the article say what happens in the classroom does not carry into broader political engagement?\",\"answer\":\"Because political power relations outside the classroom are characterised by domination and marginalisation, while transformative learning is often situated in a carefully controlled environment.\"}]","What happens in the classroom stays in the classroom - the limits to the transformative approach to education for political citizenship - abstract | PDF",1792065148,35]