In Search of Maximal Citizenship in Educational Policy for Young People: Analysing Citizenship in Finnish Religious Education in View of the “Maximal” Conception

Abstract

The place of religion and how it should be employed in education for citizenship is currently an issue in Europe. The challenges of increasing diversity are the underlying factors. The conception of maximal citizenship (a critical model of citizenship) gives a significant framework for analysis and scholarly perspectives about several European contexts on this matter. However, there is hardly maximal citizenship in Finnish contexts in scholarship. Hence, this work searches for the elements of maximal citizenship in educational policy for young people by employing the policy relating to citizenship in Finnish religious education (RE). Focusing on grades 7–9 of basic education, its primary data is based on selected national policy documents. The data were analysed using critical discourse analysis. The main findings suggest that citizenship in Finnish RE is only somewhat compatible with the characteristics of maximal citizenship. This reveals some policy shortcomings that could negatively affect the potential of critical-mindedness of young people and equal opportunities in a democracy. Hence, some suggestions that could improve the situation are embedded in the paper. Nevertheless, a linguistic conception of citizenship in Finland vis-à-vis a recent development in national educational policy seems to push the conception of maximal citizenship in a relatively new direction. Furthermore, an explicit use of the “Convention on the Rights of the Child” in Finnish curriculum broadens our conception of maximal citizenship in general. Moreover, while scholars agree that maximal citizenship is essentially “critical”, this piece suggests that every “critical” approach to citizenship education is not necessarily “maximal”.

Counter-radicalization policies and policing in education: making a case for human security in Europe

“…As indicated elsewhere, “good” values and citizenship are not the exclusive preserve of any nation (cf. Adebayo, 2019 ). Accordingly, a sustainable P/CVE strategy requires every nation to avoid or discard the policy suggesting to its citizens/residents that any person opposing its values is a potential terrorist.…”

“…Discourse analysis (descriptive or critical) deals with how language and social reality are interrelated ( Schreier, 2012 ). Discourse analysts examine the language in texts with a view to tracing elements of discourses ( Baker, 2006 , 5; Bryman, 2004 ; Adebayo, 2019 , 11). The assumption here is that language itself is not the reality.…”

“…Language rather contributes to the construction of reality, particularly social reality ( Schreier, 2012 ; Baker, 2006 ; Adebayo, 2019 , 11). Hence, discourse analysts deal with how language is used and how it is not used ( Schreier, 2012 , 47; Adebayo, 2019 , 11). Discourse analysis (descriptive or critical) is based on constructivist assumptions (ibid.…”

“…Schreier, 2012 ); this approach seems to be very apt if one is to examine the subject of this research from the perspective of critical discourse analysis. Moreover, a typical critical discourse analysis-based study needs to and should use a pertinent critical-oriented conceptual or theoretical framework to support and enhance its analysis, e.g., Adebayo, 2019 .) Accordingly, this study does not use the vast literature on critical human security studies (e.g., Chandler and Hynek, 2011 ).…”