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ERIC Number: EJ1212528
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
Compensating or Reproducing? Students from Different Educational Tracks and the Role of School in Experiencing Democratic Citizenship
Nieuwelink, Hessel; Dekker, Paul; ten Dam, Geert
Cambridge Journal of Education, v49 n3 p275-292 2019
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands