Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development.

Autor/in	De Groot, Isolde
Titel	Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development.
Quelle	In: Journal of social science education, 16 (2017) 3, S. 84-96Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v16-i3-1584
Schlagwörter	Kritikfähigkeit; Kritische Pädagogik; Empirische Untersuchung; Identität; Demokratie; Identität; Niederlande; Partizipation; Politische Bildung; Wahl; Politisches Bewusstsein; Kritische Pädagogik; Kritikfähigkeit; Demokratie; Partizipation; Politische Bildung; Politisches Bewusstsein; Staatsbürgerkunde; Wahl; Niederlande
Abstract	Purpose: Preparing citizens for participation in pluralist democracies also requires a type of citizenship education that fosters critical democratic citizenship (CDC). This study inquires into an educational activity with a long history in many EU-countries: mock elections. It explores the extent to which elements of CDC-literacy, competences and identity are commonly fostered in education related to mock elections in the Netherlands, and teacher rationales in this regard. Methodology: A qualitative study was conducted. Data from semi-structured interviews with teachers from eight schools were analysed using thematic analysis. Findings and implications: Data analysis revealed an emphasis on offering a participatory experience. Five elements of critical democratic citizenship were commonly advanced in mock election related education in these schools. Teacher narratives also revealed how teachers had different understandings about political identity and their role in advancing identity development. Findings suggest that there is ample opportunity to intensify attention to CDC-development in education related to mock elections in Dutch schools. Further research into students' political identity development processes during political simulations in different political and educational contexts is required to further academic debate about desirable support by teachers and governments in high-quality political education projects (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2019/1