Higher Education and Citizenship Development

Veugelers, W.M.M.H.; Groot, Isolde de; Nollet, Fleur

doi:10.1007/978-94-6209-545-8_13

Cited by 5 publications

(6 citation statements)

References 19 publications

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“…In order to increase the reliability of their findings, some scholars have undertaken more sophisticated-both theoretically and empirically/statistically-analyses. Thus, the relationship between education and active citizenship has been specified for different types of education: formal (Campbell 2006;Hoskins et al 2008), higher education (Kam and Palmer 2011;Veugelers et al 2014Veugelers et al , 2017Mühleck and Hadjar 2023), and lifelong and adult education (Holford and van der Veen 2006;Zepke 2013;Lodigiani 2010;Kersh et al 2021). These authors also try not to limit themselves to one model, but are rather testing different models dealing with education's impact on various dimensions of active citizenship.…”

Section: Education and Active Citizenshipmentioning

confidence: 99%

Section: Education and Active Citizenshipmentioning

confidence: 99%

“…Most of the studies on higher education and citizenship focus on policies and practices of citizenship education in higher education (Brennan and Naidoo 2008;Watson 2008;Zgaga 2009;Veugelers et al 2014Veugelers et al , 2017. Some authors argue that there is a need for setting an Agenda for Critical-Democratic Citizenship in Universities (Veugelers et al 2014). There are also increasing theoretical and empirical contributions to the literature on how university practices affect student participation in academic governance and how this promotes their political behaviour outside of the university (Yang and Hoskins 2020).…”

Section: Education and Active Citizenshipmentioning

confidence: 99%

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Justice in Achievement Matters: The Fairness of Educational Opportunities and Active Citizenship

Boyadjieva,

Ilieva-Trichkova,

Todorov

2024

Social Sciences

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Unlike existing research which has focused mainly on the effects of educational attainment and curricula on active citizenship, the present article aims to study the relationship of subjective assessment regarding the fairness of people’s educational opportunities and their active social engagement, and how this relationship is embedded in different social environments. Theoretically, the analysis is based on the view of active citizenship as a multidimensional and domain-specific phenomenon. It is also inspired by the capability approach’s understanding of the opportunity aspect of freedom and the importance of fairness of opportunities and processes. Empirically, our study uses a multilevel linear regression model to analyse data from the European Social Survey 2018 for 29 countries. We develop a scale of active citizenship with four domains: political, social, workplace, and democratic values. Our findings show that a higher perceived unfairness of educational opportunities is associated with lower levels of active citizenship. They also reveal that although there is a negative relationship between the perceived unfairness of people’s opportunities to receive a desired level of education and their active citizenship, it is mitigated when people are living in high-trust societies and in countries which are more economically and democratically developed.

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Section: Education and Active Citizenshipmentioning

confidence: 99%

Section: Education and Active Citizenshipmentioning

confidence: 99%

Section: Education and Active Citizenshipmentioning

confidence: 99%

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Justice in Achievement Matters: The Fairness of Educational Opportunities and Active Citizenship

Boyadjieva,

Ilieva-Trichkova,

Todorov

2024

Social Sciences

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“…Education is also widely recognised by governments and civil society organisations as a key factor in making progress towards desired development outcomes, developing skills and competencies for supporting participatory and democratic citizenship [1]. Higher education (HE) has been regarded as having three principal roles-intellectual development, preparing students for the labour market and preparing students for living in a society [2,3]. Many scholars argue that HE is a very significant setting for the promotion of democracy, including the importance of social change and justice, as well as empowering people [3][4][5].…”

Section: Introductionmentioning

confidence: 99%

“…Higher education (HE) has been regarded as having three principal roles-intellectual development, preparing students for the labour market and preparing students for living in a society [2,3]. Many scholars argue that HE is a very significant setting for the promotion of democracy, including the importance of social change and justice, as well as empowering people [3][4][5]. Therefore, promoting democracy in higher education can prepare students to be active citizens with the knowledge and competencies to build a sustainable future.…”

Section: Introductionmentioning

confidence: 99%

University as a Site to Learn Citizenship from the Perspectives of Students in the UK

Yang

Kinchin

2022

Sustainability

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The role of universities in preparing students to be active citizens within civil society has gained increasing attention. However, only limited research has been conducted on students’ views of universities as sites to learn representative democracy. To address the research gap, this article conducts eight semi-structured interviews with staff, student leaders and students without any positions in a case university. The students are undergraduate and post-graduate from different academic majors. Community of practice theory is employed to help understand students’ views of their experiences of representative democracy at the university. After analysing the interview data, the article finds that student leaders regard their role as mainly representing students and that all students in the study realise the importance of such democratic representation through participation. Importantly, through participation in representative democracy, students, especially student leaders, gain knowledge and skills on voting and elections. Interestingly, students’ sense of belonging is a result of participation in student union, society and club activities, which very likely includes voting and engagement with elections. Learning and belongingness are likely to make students participate more in future democratic representation activities. Although students give credit to the university’s role in promoting representative democracy, there are challenges. Specifically, the university is supposed to promote more participation in voting and elections for first-year students, and there is also concern that the short-term nature of positions in the student union may not allow real changes to be made. The findings shed some light on how students learn representative democracy in universities in neoliberal countries.

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Students experiencing and developing democratic citizenship through curriculum negotiation: the relevance of Garth Boomer’s approach

Bron¹,

Bovill

Veugelers

2022

Curric Perspect

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When students are involved in curriculum design they offer unique perspectives that improve the quality and relevance of the curriculum. The processes involved in negotiating their curriculum give school and university students possibilities to practice, experience and develop the qualities to participate as citizens of a democratic society. Enabling students to have a role in curriculum design requires that the curriculum is regarded as a process instead of a predetermined, externally established product. Treating the curriculum as a process supports teachers to co-create the curriculum together with students based on broad principles or aims, but with greater freedom for students to negotiate the content and methods of learning.In the 1980s the concept of curriculum negotiation was developed by the Australian curriculum specialist Garth Boomer and colleagues. We explore Boomer's ideas about curriculum negotiation and how his approach can: 1) enable students to become meaningful agents in curriculum design; 2) integrate student voice into the curriculum, and foster a more democratic educational environment; and 3) develop specific citizenship qualities.We demonstrate the potential application of Boomer's curriculum negotiation approach to current school and university settings and make comparisons with other related democratic citizenship education and curriculum approaches.

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Higher Education and Citizenship Development

Cited by 5 publications

References 19 publications

Justice in Achievement Matters: The Fairness of Educational Opportunities and Active Citizenship

Justice in Achievement Matters: The Fairness of Educational Opportunities and Active Citizenship

University as a Site to Learn Citizenship from the Perspectives of Students in the UK

Students experiencing and developing democratic citizenship through curriculum negotiation: the relevance of Garth Boomer’s approach

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