Ppt; Dutch citizenship education policy & perspectives on passivity
15 important questions on Ppt; Dutch citizenship education policy & perspectives on passivity
Name three fairly seperate worlds?
* Policy
* Practice
Policy in the NL's from an empirical perspective.
Citizenship education in NL.
2) A few core objectives (kerndoelen) relate to citizenship education
3) There's some misguided legislation for vocational education ('vital citizenship')
4) Typically not a subject, little teacher training
5) New legislation just in place
Policy in the NLs from a theoretical perspective.
How does NL compare to Europe with regard to policy and practice?
Strong practice / Strong policy: Germany, Finland
Strong practice / Policy requiring attention: Spain
Practice requiring attention / Strong policy: Estonia, Romania, Slovenia, UK
Practice requiring attention / Policy requiring attention: Czech Republic, Greece, France, NL, Poland.
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Policy makeing: There are two problematic assumptions, which?
> suggests no consesnsus is possible
2) Freedom of education as an absolute standard
> suggests any national policy is undesirable
Citizenship education policy: Theory
What constitutes a community?
But what constitutes a community?
• Every community has ‘walls’ / barriers for entry and exit
- Jehova’s Witnesses
- Your regular pub
• Every community has to deal with the question of power
Citizenship Education Policy: Theory
Whose needs should a community serve?
Which ideals should be pursued?
- Our beliefs (or findings) about the social nature of man
- Our beliefs (or ideals) about the social ordering of relations
Types of Freedom? (Isaiah Berlin)
Positive freedom: freedom to... freedom as self-mastery or 'free to do something'
Why would we need national legislation?
For a truly democratic society a democratic culture is necessary as well.
Therefore, no citizenship education is naïve and comes with great costs.
Citizenship Education and Freedom
How do three options impact the positive and negative freedom of young citizens?
2) Teaching critical thinking; teaching how democracy works; teaching citizenship competences
3) Teaching subjects; teaching how to learn; teching about societal issues
New citizenship education law...
2. Demands of schools to formulate a vision and learning objectives
3. Demands of school personnel to act within liberal democratic values
4. Requires schools to do quality assurance
5. Allows schools a fair amount of autonomy
Citizenship: values, behaviour and competence
Teacher's dilemma...
‘All Jews should be gassed’
or asks:
‘I’m not pro-sexual diversity, why are we celebrating this at school?’ during class?
Standby citizens: diverse faces of political passivity
A study into the political dimension of citizenship
Main question: can we discern different types of political passitivity?
Political passivity - A problem?
Amnå and Ekman mention a number of concerns that relate to political passivity:
• Low party membership
• Low turnout levels during election
• Eroding public confidence in public institutions
• Lack of trust in politicians and political parties
Note: the authors do not give indications of the amount of change over timeNote: not all of these trends are necessarily negative (as the authors mention)
Political passivity: a problem?
• Minimalist model of democracy (passivity is good, esp. for the non qualified)
[vanuit een elitair standpunt zijn er kennelijk mensen die niet gekwalificeerd zijn om mee te doen...]
• Participatory model of democracy (passivity is bad, it hampers good decision making and active citizenship is a virtue in and of itself)
• Representative model (sense of civic duty should be combined with a willingness to be governed)
Is mere political activity sufficient to sustain democracy?
DISILLUSIONMENT WHAT EXPLAINS THE
DIFFERENT TRAJECTORIES?
Hypothesis: perhaps the relevant ingredients are:
- A feeling that something is (deeply) unjust or wrong
- Feeling powerless to bring about change with the current system
- Social support of like minded peers (or the absence of support)
What implications are there for education?
Do you see reflections of societal trends?
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