I. de Groot
- Bridging the gap between young people's civic selves and theoretical positions on democratic citizenship education
- Curriculum and Teaching
- Volume | Issue number
- 27 | 1
- Pages (from-to)
- Document type
- Faculty of Social and Behavioural Sciences (FMG)
- Research Institute of Child Development and Education (RICDE)
In citizenship education, tensions exist between pedagogical goals and students’ perspectives. This article investigates the discrepancies and commonalities between the theoretical positions and young people’s lived citizenship, especially concerning their conceptual and social foundations. Two theoretical positions on democratic citizenship development and one Dutch student’s sense of his civic self are compared. Our findings indicate that the theoretical positions are less suitable to detect and appreciate more subtle ways in which young people already do contribute to democracy in their everyday lives. Secondly, they indicate that democratic citizenship education needs to attend more to students’ perceptions of a need to contribute and to develop their citizenship identities. Two complementary approaches are suggested: investigating more subtle ways in which students already do contribute, and raising student’s awareness of democratic deficits.
- go to publisher's site
If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library, or send a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible.