Building and Measuring Democratic Citizenship Skills for Students: The Relationship Between School Institutional Practice and Pedagogic Practices

• In Event: 52.043 - Measuring What Matters: Broadening Measures of Success in Schools

Abstract

Objectives

To review literature and research about democratic citizenship as a critical construct towards social justice and critical consciousness within schools

To propose a set of core competencies in relation to democratic citizenship

To consider the relationship(s) between school governance and citizenship education within classrooms and across disciplines

Perspective

Democratic inclusion, mutual acceptance, peace-building or conflict resolution, and participation are important elements of quality learning environments in schools, and can help create a foundation for engaged citizenship. When students have opportunities to exercise leadership, participate in school-supported community involvement and have a voice in restorative conflict resolution, positive consequences emerge for academic and social engagement (e.g. Pekrul and Levin, 2005; Schwatz, 2010; Bickmore, 2011). The availability of these opportunities also is congruent with United Nations Statement on Rights of the Child. The statement establishes children’s right to be heard and to participate as much as possible in decisions that affect them, and identifies among the purposes of education that it teach respect for human rights (United Nations, 1978).


Modes of inquiry

This paper will use literature and research from secondary sources of evidence as well as the authors own research to ground from a few key studies a conversation on the role of democratic citizenship as a set of core competencies critical to successful schooling. The paper will propose a set of measurable competencies that touch both student skills and organizational governance of schools that are congruent to notions of democratic citizenship skills built within classrooms.

Point of view

Although citizenship and conflict-resolution learning goals are included in school curricula across Canada, they come to life through pedagogy and student-engagement activities (Bickmore, 2006; Hughs, Print, and Sears, 2010; Mundy and Manion, 2008). It has been shown repeatedly that complex, cooperative learning activities improve social and intellectual skills such as communication and critical thinking (Cohen, 2004; Johnson and Johnson, 2009). These activities also can influence students’ attitudes about civic participation. Unfortunately, research also shows that these opportunities are not always distributed equally between schools (e.g. Kahne and Middaugh, 2008).

There are a range of ways to measure the presence of these opportunities, as well as students’ knowledge of democratic institutions and their attitudes towards citizenship and democratic values. The International Association for the Evaluation of Educational Achievement conducted a major international study of students’ knowledge of democracy and citizenship, national identity, and social cohesion and diversity — the Civic Education Study The Project was used assess students’ knowledge of principles of democracy; their skills in interpreting politics; their concepts of democracy and citizenship; their attitudes related to their nation, trust in institutions, opportunities for immigrants, and the political rights of women; and their expectations about future participation in civic activities (ICCS, 2009).

Significance

This paper provides an argument that it is not enough to teach and publically measure traditional skills in subject disciplines in isolation from the larger ideas of democratic citizenship. Democratic citizenship skills may be a key route towards equity, honoring diverse perspectives and cultures as well as thinking critically and creatively.

Author

• Alan M. Sears, University of New Brunswick