Compensating or Reproducing? Students from Different Educational Tracks and the Role of School in Experiencing Democratic Citizenship

Autor/inn/en	Nieuwelink, Hessel; Dekker, Paul; ten Dam, Geert
Titel	Compensating or Reproducing? Students from Different Educational Tracks and the Role of School in Experiencing Democratic Citizenship
Quelle	In: Cambridge Journal of Education, 49 (2019) 3, S.275-292 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1529738
Schlagwörter	Track System (Education); School Role; Adolescents; Democracy; Grade 8; Grade 10; Secondary School Students; Student Experience; Foreign Countries; Longitudinal Studies; Student Attitudes; Citizenship Education; Netherlands + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Demokratie; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Studienerfahrung; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Niederlande
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01