Session Information
23 SES 04 B, Providing an International Evidence-Base for Facilitating the Learning of Active Citizenship
Symposium
Time:
2009-09-28
16:00-17:30
Room:
HG, HS 7
Chair:
Bryony Hoskins
Discussant:
Marcella DELUCA
Contribution
Common views on democracy presuppose the presence of competent citizens in the political system. As a consequence, schools have the duty to educate children into responsible and active citizens. Previous research has already pointed to the key-role of schools or teachers in this socialization-process. Citizenship education is seen as an instrument to counter the rising distrust in contemporary societies.
Building on a 93,000 respondents survey, conducted in 28 countries (the 1999 IEA CIVED-survey), the current paper tries to assess the influence of citizenship education on the levels of trust in government related institutions, among 14-year olds. The influence of knowledge is tested against the impact of an open classroom climate and a participative school climate.
Trust isn’t so much influenced by civic knowledge. Indicators of a democratic school, such as an open classroom climate and a general confidence in the existing possibilities for participating in school affairs, turn out to be more important in fostering trust. Civic knowledge has a very weak and negative impact on trust. The impact of knowledge on trust (in government related institutions) differs from one country to another. The institutional context seems to explain these differences. The prevalence of a democratic tradition seems an important mediating factor.
Method
Expected Outcomes
References
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