TY - JOUR
T1 - Compensating or reproducing?
T2 - students from different educational tracks and the role of school in experiencing democratic citizenship
AU - Nieuwelink, Hessel
AU - Dekker, Paul
AU - ten Dam, Geert
PY - 2019
Y1 - 2019
N2 - Studies show that adolescents that follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. In our study, we focus 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 experience more often than those in the lower track having discussions and being encouraged to be socially and politically engaged. We discuss opportunities for teachers and for citizenship education to strengthen democratic socialization in both educational tracks.
AB - Studies show that adolescents that follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. In our study, we focus 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 experience more often than those in the lower track having discussions and being encouraged to be socially and politically engaged. We discuss opportunities for teachers and for citizenship education to strengthen democratic socialization in both educational tracks.
U2 - 10.1080/0305764X.2018.1529738
DO - 10.1080/0305764X.2018.1529738
M3 - Article
SN - 0305-764X
VL - 49
SP - 275
EP - 292
JO - Cambridge Journal of Education
JF - Cambridge Journal of Education
IS - 3
ER -