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This open access book presents an in-depth analysis of data from
ICCS. An international group of scholars critically address the
state of civic and citizenship education in the four Nordic
countries that participated in the IEA International Civic and
Citizenship Education Study (ICCS) in 2009 and 2016. The
findings are of particular relevance to educators at all levels,
from school education through to teacher education. Nordic
countries have long traditions of democracy and their students have
performed relatively well in the ICCS assessments. Nonetheless,
citizenship education continues to evolve and has received
increasing attention in recent educational reforms, indicating
policymakers understanding that schools play an important role in
establishing democratic values among future citizens. Data from
ICCS can be used to analyze, discuss, and reflect on the status of
civic and citizenship education and can contribute to the discourse
on the potential role of education in contributing to sustainable
democracies for a common future. However, teaching citizenship and
learning democracy are two different things. While young people can
be taught about democracy in school, it is vital that schools work
together with the wider community in which youth operate to
strengthen civic understanding and values for all young people
regardless of their social and economic background.
Democracy should enable citizens to play an informed role in
determining how power is exercised for their common wellbeing, but
this only works if people have the understanding, skills and
confidence to engage effectively in public affairs. Otherwise, any
voting system can be subverted to serve the interests of
propagandists and demagogues. This book brings together leading
experts on learning for democracy to explore why and how the gap in
civic competence should be bridged. Drawing on research findings
and case examples from the UK, the US and elsewhere, it will set
out why change is necessary, what could be taught differently to
ensure effective political engagement, and how a lasting impact in
improving citizens' learning for democratic participation can be
made.
This book posits that national education systems are enhancing
socioeconomic inequalities in political engagement. While the
democratic ideal is social equality in political engagement, the
authors demonstrate that the English education system is recreating
and enhancing entrenched democratic inequalities. In Europe, the UK
has the strongest correlation between social background and voting
behaviours. Examining the role of the school and the education
system in the potential reproduction of these inequalities, the
authors draw upon the theories of Bourdieu and Bernstein and
compare the English school system to other European countries to
analyse barriers that are put along the way to political
engagement. In times of political disaffection, frustration and
polarisation, it is particularly important to uncover why young
people from disadvantaged backgrounds are less likely to engage
politically, and to help inspire future generations to use their
voice. This timely book will be of interest and value to students
and scholars of educational inequality and political engagement.
This open access book presents an in-depth analysis of data from
ICCS. An international group of scholars critically address the
state of civic and citizenship education in the four Nordic
countries that participated in the IEA International Civic and
Citizenship Education Study (ICCS) in 2009 and 2016. The
findings are of particular relevance to educators at all levels,
from school education through to teacher education. Nordic
countries have long traditions of democracy and their students have
performed relatively well in the ICCS assessments. Nonetheless,
citizenship education continues to evolve and has received
increasing attention in recent educational reforms, indicating
policymakers understanding that schools play an important role in
establishing democratic values among future citizens. Data from
ICCS can be used to analyze, discuss, and reflect on the status of
civic and citizenship education and can contribute to the discourse
on the potential role of education in contributing to sustainable
democracies for a common future. However, teaching citizenship and
learning democracy are two different things. While young people can
be taught about democracy in school, it is vital that schools work
together with the wider community in which youth operate to
strengthen civic understanding and values for all young people
regardless of their social and economic background.
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