Teachers' views on citizenship education in secondary education in The Netherlands

Leenders, H.H.M.; Veugelers, W.M.M.H.; Kat, E. de

doi:10.1080/03057640802063106

Cited by 86 publications

(72 citation statements)

References 14 publications

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“…Even after control for the social-economic and minority/majority backgrounds of the students, those in pre-vocational education were found to be less oriented towards societal interest and assertiveness than those in higher general secondary education. This finding supports the findings of earlier research in the field of citizenship education in the Netherlands showing teachers in pre-vocational education to primarily teach students about how to behave appropriately and to emphasize the elementary rules of social interaction and adaptation, while teachers in higher general secondary education tracks focus more on the competences needed for active and critical citizenship in their teaching of students (Ten Dam and Volman 2003;Leenders et al 2008). To gain greater insight into the inequalities in citizenship education as a result of different educational institutions, pedagogical approaches and levels of school, further research is required.…”

Section: Conclusion and Discussionsupporting

confidence: 88%

“…In addition to the marked variation in citizenship education depending on the citizenship perspectives adopted by the schools (Leenders et al 2008), previous research has similarly shown marked differences in citizenship education depending on the level of school being taught (Leenders et al 2008;Ten Dam and Volman 2003). In the Dutch educational system, students are selected at the age of 12 for different tracks of secondary education.…”

Section: Citizenship Competences Goals Of Citizenship Education and mentioning

confidence: 99%

“…general secondary tracks). In the lower levels, the elementary rules of social interaction and adaptation have been found to be emphasized; in the higher levels, critical citizenship and societal knowledge have been found to be emphasized (Ten Dam and Volman 2003;Leenders et al 2008). …”

Section: Citizenship Competences Goals Of Citizenship Education and mentioning

confidence: 99%

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Citizenship orientations and knowledge in primary and secondary education

et al. 2015

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Despite widespread attention to citizenship in educational practice, knowledge of the citizenship of students is still fragmented. We therefore present a comprehensive framework to integrate empirical data and theoretical insights into the citizenship of young people today. To develop and validate the framework, we conducted exploratory and confirmative factor analyses on measures of citizenship attitudes, skills, reflection and knowledge for a sample of 7,768 students in grades 5-9 from 38 Dutch primary and secondary schools. The results were cross-validated using a different sample of 15,940 students in primary and secondary education. We were able to distinguish four citizenship orientations among students (societal interest, prosocial ability, reflective thinking and assertiveness) and two domains of citizenship knowledge (societal knowledge and interpersonal knowledge). This framework can help with the large-scale, empirical evaluation of the effects of citizenship education and also guide schools in the formulation of educational goals to support the development of citizenship competences among students.

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Section: Conclusion and Discussionsupporting

confidence: 88%

Section: Citizenship Competences Goals Of Citizenship Education and mentioning

confidence: 99%

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Citizenship orientations and knowledge in primary and secondary education

et al. 2015

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“…It would also appear to be the case that to a lesser extent there is also a process of counter-socialisation in schools; the development of independent thinking and criticism (Engle & Ochoa, 1988) through teachers allowing or encouraging children to form their own opinions, arguments and take part in discussion. In this case the results seem to confirm the idea that teachers are more strongly oriented towards adaptive citizenship rather than critical citizenship (Leenders, Veugelers, & De Kat, 2008).…”

supporting

confidence: 68%

“…discipline and social commitments, while the individualist approach that emphasises critical thinking and autonomy is less widespread, and only a small section focus on critical democratic citizenship, including critical thinking and autonomy as well as social commitments (Leenders, Veugelers, & De Kat, 2008). A study by Wood (2012) highlights the fact that what teachers focus on in citizenship education depends on the socio-economic level of the school's community.…”

Section: Research Into Teachers' Perspectives On Citizenshipmentioning

confidence: 99%

Primary teachers go beyond the Slovak civic education curriculum

Danišková

Lukšík

2017

Journal of Pedagogy

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A number of studies have pointed to the low level of civic participation among young people. On the other hand, there is a section of the youth population that is politically involved in and supportive of extremist and anti-system political movements. Public discussions have suggested that this may be linked to inadequacies in citizenship education. However, as the Slovak case shows, the causes of this are deeper, have historic roots and are reflected in the fact that citizenship education has been pushed to the margins of the curriculum and is narrowly interpreted. Citizenship education is not just about the nature of the curriculum but also about broader extra-curricular activities and about the direct, or implicit, instruction provided by teachers. The empirical research presented here shows that primary school teachers go beyond the narrow framework of the national social studies syllabus and implicitly teach citizenship education in line with their own civic orientations.

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Citizenship education in Chile: Curricular orientations and teachers' beliefs in a context of political crisis and social mobilization

Cox

Ibarra

Bachmann

2022

The Curriculum Journal

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Over the last decade in the context of collapsing trust in major public and private institutions, Chilean society has engaged in massive social mobilizations culminating in 2019 with widespread rioting in rebellion against the neoliberal model. This socio‐political crisis raises the general question which this article addresses: How does such a fluid political, highly mobilized, and polarized social context influence school citizenship education? Focusing on features of curriculum and teacher‐held beliefs regarding democratic principles and forms of political participation, a mixed‐methods approach produces evidence which makes visible a consistent pattern of influence. First, we find evidence of an orientation in the curriculum towards critical active citizenship with a parallel silencing of key democratic processes and skills, like voting and deliberation. Second, we reveal a complex and ambivalent set of beliefs among teachers which combine both community and contentious—even illegal—forms of political participation, on the one hand, and formal political participation through voting as key, on the other.

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Teachers' views on citizenship education in secondary education in The Netherlands

Cited by 86 publications

References 14 publications

Citizenship orientations and knowledge in primary and secondary education

Citizenship orientations and knowledge in primary and secondary education

Primary teachers go beyond the Slovak civic education curriculum

Citizenship education in Chile: Curricular orientations and teachers' beliefs in a context of political crisis and social mobilization

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