The moral and the political in global citizenship: appreciating differences in education

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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“…90-91) and shared thinking or 'the common' is emphasized as opposed to autonomous thinking (Veugelers 2011).…”

Section: Citizenship Competences Goals Of Citizenship Education and mentioning

confidence: 99%

Citizenship orientations and knowledge in primary and secondary education

et al. 2015

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“…However, more recently, citizenship acquired a much broader meaning and refers not only to the political domain but also to everyday social and cultural life (Veugelers 2011). In this study, we confined ourselves to citizenship education in contemporary democracies.…”

Section: Classroom Discussion In the Context Of Democratic Citizenshmentioning

confidence: 99%

“…Concepts of global citizenship emphasise our common human identity and our responsibility towards humanity (Osler and Starkey 2006;Reilly and Niens 2014;Veugelers 2011). This broader concept of citizenship allows for different interpretations and for a broad conceptualisation Downloaded by [Erasmus University] at 23:30 28 September 2017 of democratic citizenship education (Althof and Berkowitz 2006;Knight Abowitz and Harnish 2006;Veugelers 2011;Westheimer and Kahne 2004). An exhaustive discussion of the many different aspects of democratic citizenship education is beyond the scope of this article.…”

Section: Classroom Discussion In the Context Of Democratic Citizenshmentioning

confidence: 99%

“…knowledge about democratic institutions and the functioning of society; Schulz et al 2016), fostering the skills and attitudes needed for civic participation (e.g. decision-making skills; Bobek et al 2009;Manganelli, Lucidi, and Alivernini 2014) and, for example, critical thinking skills for challenging political power relations and injustice in society (Veugelers 2011;Westheimer and Kahne 2004).…”

Section: Classroom Discussion In the Context Of Democratic Citizenshmentioning

confidence: 99%

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Guiding classroom discussions for democratic citizenship education

Schuitema

Radstake

Pol

et al. 2017

Educational Studies

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Classroom discussion is frequently proposes as an essential part of democratic citizenship education. Literature, however, pays little attention to what kind of discussion is most effective and how teachers can facilitate a discussion. This study aims to contribute to the development of a framework for analysing the characteristics of classroom discussions and the different roles teachers can adopt in guiding a discussion on controversial issues. In addition, we investigated how the way teachers guide the discussion is related to the structure and content features of the discussion. The framework was used to analyse five classroom discussions in secondary education. Our framework appeared to be useful for revealing differences in the structure and content features of the classroom discussions and in the way teachers guide the discussion. The results also indicated that a high degree of teacher regulation was related to high content quality and more participation from students. A high degree of student regulation was linked to more genuine discussion among students. The study underlines the importance of taking account of the teacher's role in research into the effectiveness of classroom discussions for democratic citizenship education and the study makes useful suggestions for teachers when preparing for a classroom discussion.

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“…socially desirable) depends on the social norms which the person knows or experiences. Social norms are behaviour rules which exist for different members of a community or within a social interaction and are thus based on cultural values, highly context dependent and often interwoven with power relations (Verstraete, 2008, p. 9;Veugelers, 2011). In answering both social desirability questions as well as citizenship competence questions, respondents may mirror themselves on social norms.…”

Section: Evaluating Students' Citizenship Competences and Social Desimentioning

confidence: 99%

Citizenship of students and social desirability: Living apart together?

Dam

Geijsel

Ledoux

et al. 2013

International Journal of Educational Research

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues.Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited.

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The moral and the political in global citizenship: appreciating differences in education

Cited by 121 publications

References 15 publications

Citizenship orientations and knowledge in primary and secondary education

Citizenship orientations and knowledge in primary and secondary education

Guiding classroom discussions for democratic citizenship education

Citizenship of students and social desirability: Living apart together?

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