Compensating or reproducing? Students from different educational tracks and the role of school in experiencing democratic citizenship

Hessel Nieuwelink*, Paul Dekker, Geert ten Dam

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Studies show that adolescents who follow a higher educational track have more positive experiences than those of lower levels with aspects of democracy, such as decision-making or discussions. This study focuses 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 more often than those in the lower track experience having discussions and being encouraged to be socially and politically engaged. Opportunities for teachers and for citizenship education to strengthen democratic socialisation on both educational tracks are discussed.

Original languageEnglish
Pages (from-to)275-292
JournalCambridge Journal of Education
Volume49
Issue number3
DOIs
Publication statusPublished - 2019

Keywords

  • Educational tracks
  • political socialisation
  • equality
  • education
  • adolescents
  • democratic experience
  • CIVIC EDUCATION
  • POLITICAL-SOCIALIZATION
  • CLASSROOM CLIMATE
  • PARTICIPATION GAP
  • EVERYDAY LIFE
  • ADOLESCENTS
  • ENGAGEMENT
  • PANEL
  • TRANSMISSION
  • ASSOCIATIONS

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