Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development

Autor/in	De Groot, Isolde
Titel	Mock Elections in Civic Education: A Space for Critical Democratic Citizenship Development
Quelle	In: Journal of Social Science Education, 16 (2017) 3, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1618-5293
Schlagwörter	Democratic Values; Citizenship Education; Civics; Elections; Role Playing; Qualitative Research; Semi Structured Interviews; Political Issues; Critical Theory; Citizen Participation; Critical Literacy; Teaching Methods; Elementary Secondary Education; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Election; Wahl; Rollenspiel; Qualitative Forschung; Politischer Faktor; Kritische Theorie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Kritisches Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Niederlande
Abstract	Purpose: Preparing citizens for participation in pluralist democracies also requires a type of citizenship education that fosters critical democratic citizenship (CDC). This study inquires into an educational activity with a long history in many EU-countries: mock elections. It explores the extent to which elements of CDC-literacy, competences and identity are commonly fostered in education related to mock elections in the Netherlands, and teacher rationales in this regard. Methodology: A qualitative study was conducted. Data from semi-structured interviews with teachers from eight schools were analysed using thematic analysis. Findings and implications: Data analysis revealed an emphasis on offering a participatory experience. Five elements of critical democratic citizenship were commonly advanced in mock election related education in these schools. Teacher narratives also revealed how teachers had different understandings about political identity and their role in advancing identity development. Findings suggest that there is ample opportunity to intensify attention to CDC-development in education related to mock elections in Dutch schools. Further research into students' political identity development processes during political simulations in different political and educational contexts is required to further academic debate about desirable support by teachers and governments in high-quality political education projects. (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://jsse.ub.uni-bielefeld.de/index.php/jss
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01