Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship

Abstract

Studies show that adolescents who follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. This study focuses on how adolescents from different educational tracks evaluate the various possibilities to experience democracy in daily life, and whether school is compensating for any difference therein. Data were gathered by interviewing 40 adolescents at two points in time (eighth and tenth grade). The results suggest that, especially in the later phase of secondary education, according to the experiences of adolescents it is apparent that school exacerbates instead of decreases social differences in society. Those in the higher educational track more often than those in the lower track experience having discussions and being encouraged to be socially and politically engaged. Opportunities for teachers and for citizenship education to strengthen democratic socialisation on both educational tracks are discussed.

All things considered: The views of adolescents in vocational education on competing democratic values

“…First, this study shows that adolescents' views on democratic issues are layered and include considering multiple democratic values. This corresponds with earlier research among students in secondary vocational education that shows these students emphasize consensus and inclusiveness (Nieuwelink et al, 2019). However, the current study concerns adolescents in tertiary education (aged 16-19) who are older than those in the referenced study (aged 13-15).…”

“…Moreover, adolescents are generally positive toward democratic institutions and prefer democratic systems of government over undemocratic alternatives (Helwig, 2006). A recent qualitative study among 40 adolescents showed that the views of adolescents generally include considering multiple (conflicting) democratic values, such as freedom of speech and equal rights (Nieuwelink et al, 2019).…”

Learning from, through and about Differences: A Multiple Case Study on Schools as Practice Grounds for Citizenship

“…To complicate matters further, in light of the school as a practice ground for citizenship, it is also relevant to point at a pattern that has been revealed in the research: the lines along which society is stratified, particularly educational level and socio-economic status, are mirrored in how citizenship education itself is interpreted for different groups (see, e.g., Nieuwelink et al 2019;Ten Dam and Volman 2003). Research has shown that not all students have equal access to citizenship learning opportunities.…”

What Do Adolescents Know about Citizenship? Measuring Student’s Knowledge of the Social and Political Aspects of Citizenship

“…This finding seems to be related to the high external differentiation of the Dutch education system. Small-scale, qualitative research shows that, in the higher tracks, teachers discuss politics and the democratic constitutional state more often with their students than in the lower tracks (Nieuwelink et al 2019). In order to identify causal relationships, however, a longitudinal research design is needed.…”

“…Moreover, in schools where citizenship is regularly taught, the differences in citizenship knowledge between students of various social backgrounds are smaller than in schools where citizenship education is more or less neglected (e.g., Gainous and Martens 2012;Neundorf et al 2016). However, studies also report that schools are often reproducing or strengthening existing differences rather than lowering them (Nieuwelink et al 2019). The studies concerned do not, however, situate citizenship knowledge in the national societal and political context of students, nor do they differentiate between the political and social aspects of citizenship knowledge.…”