Cultivating Student Participation in the Context of Mock Elections in Schools: Practices and Constraints in Secondary Education in the Netherlands

Autor/inn/en	de Groot, Isolde; Lo, Jane
Titel	Cultivating Student Participation in the Context of Mock Elections in Schools: Practices and Constraints in Secondary Education in the Netherlands
Quelle	In: Journal of Social Science Education, 21 (2022) 1, S.33-54 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Foreign Countries; Elections; High School Students; Democratic Values; Student Participation; Barriers; High School Teachers; Simulation; Teacher Characteristics; Institutional Characteristics; Student Characteristics; Citizenship Education; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Election; Wahl; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Simulation program; Simulationsprogramm; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Niederlande
Abstract	Purpose: In light of growing attention to promoting democratic learning opportunities in the EU and the US, this study provides insight into student opportunities to engage in the organisation of mock elections in Dutch high schools, and constraints that teachers identify in implementing mock elections. Approach: A survey study was conducted. One fourth of Dutch high schools that organise mock elections through the National NGO for Democracy and Education participated. Findings: Data analysis reveals clear discrepancies between the existing versus the desired (1) participation of student groups invited to the organisation of mock elections and (2) types of student involvement offered in our research population according to teachers. Main constraints that teachers identified are: limited resources for curriculum development; lack of a clear school-policy on citizenship education; and insufficient attention to relevant teacher competences in (post)initial training. Practical implications: our paper concludes with several suggestions for strengthening policies and practices on political and educational participatory practices in schools. in citizenship education. These findings indicate that addressing the material or sensory tokens inherent in such exclusionary discourse may be a useful starting point. (As Provided).
Anmerkungen	Journal of Social Science Education. Bielefeld University Faculty of Sociology, Universitätsstraße 25, 33615 Bielefeld, Germany. Tel: +49-521-106-3985; Fax: +49-521-106-153986; e-mail: info@jsse.org; Web site: http://www.jsse.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01