Newswise — Social science teachers must be involved more closely in the development of citizenship education. The necessity of an in-depth dialogue with teachers about their views on citizenship education is closely connected to their role as “gatekeepers”. This is the conclusion drawn by Margarita Jeliazkova in her doctoral research “Citizenship Education: ‘Social Science Teachers’ Views in Three European Countries”. Jeliazkova received her doctoral degree this week at the Faculty of Behavioural, Management and Social Sciences (BMS) of the University of Twente.
Sense of responsibilityJeliazkova researched the attitude of teachers of social studies in the Netherlands, Croatia and Bulgaria on the subject of citizenship education. Her study allowed teachers to voice their views on the citizenship education, policy, curriculum, on politics in education, and about the role of teachers in educating young European citizens.
Teachers’ on professional conviction plays a more important role in this than adhering to the policy in the field of citizenship education. All attempts to promote citizenship education using official policy instruments have proven to be less effective. Entering into a dialogue with teachers would contribute to strengthening citizenship education. Currently, teachers believe such a dialogue does not take place often enough.
Teachers of social studies focus mainly on conveying detailed knowledge of political processes and institutions. The teachers are very dedicated; they demonstrate a professional attitude and commitment to democracy. The teachers hold a variety views on citizenship education, that often do not match the official definitions used in national and European policy.
Promoting European integration and democracyThe study deals addresses citizenship education as an instrument for promoting European integration and democracy. It discusses the problems that emerge when a politically controversial and multi-faceted concept such as citizenship education is placed at the core of a consistent education policy. It stresses the role of the teachers of social studies as ‘gatekeepers’ and key actors in formal citizenship education at secondary schools.
International differences
The most important outcome of the comparison between groups of teachers across national borders is that they all demand ownership of citizenship education, focus on the knowledge aspect of their job, and share a sense of professionalism. The most surprising result is that the differences between the three countries as well as the divide between Western and Eastern Europe (between the Netherlands on the one hand, and Bulgaria and Croatia on the other) become clearly visible. The differences between the East and the West concern, amongst other things, the view of European citizenship education. All three countries regard ‘European Citizenship’ as imposed from above.
Teachers in the Netherlands are less inclined to take guidance from policy and policy instruments, while their colleagues in Eastern Europe struggle with the introduction of a curriculum they regard as innovative, but ill-suited to the local processes and political needs.
RSS