Page 283 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 283
sion were to be drawn from this, it would be possible to say that this is a 283
group of students that is not so much incited to participate in school and thus
do not see the value of participation for the functioning of a democratic socie-
ty. There is no transfer of knowledge that they are supposed to learn at school
towards their future activities, which is definitely fostered through the valu-
ation of activities and the motivation that spurs such activities. According to
Flanagan et al. (2010), a democratic school practice is an important source of
self-confidence into one’s own political efficiency, as it helps youths to express
their opinions and face various dispositions as well as the experience of partic-
ipating in decision making.
In the area of rights and responsibilities (gender, ethnicity, race, migrant
equality), it can be said that there is a general tendency to increase the lev-
el of civic knowledge achievements, which contributes to a greater tolerance
of students. This is in line with the findings of an analysis (Klemenčič, Štrem-
fel and Rožman, 2011) on the connection between prejudices on multicultural
topics and knowledge of these topics.
Statistically significant differences exist between the lowest and high-
est-achieving groups of students regarding anticipated future participa-
tion in elections and political participation. Mirazchiyski, Caro and Sand-
oval-Hernándes found that a similar general trend exists for all European
countries participating in ICCS 2009 (except Denmark):14 the less civic knowl-
edge the students have, the higher their anticipation to engage in formal po-
litical activities (2014). However, there are no differences among the groups
regarding informal political participation in the future. This also agrees with
various studies of social and political interaction, which shows that the detect-
ed self-efficiency in political or social areas is one of the key factors of an in-
dividual’s decision to participate in public (Diener, Noack and Gniewosz, 2011;
Snyder and Omoto, 2006; Torney-Purta, 2009; Gril, 2011: 180).
Acquiring new (more complex) knowledge and (active and more critical-
ly-thinking) attitudes as well as values and readiness to engage can be influ-
enced through a more facilitating educational policy and educational prac-
tice, which means that policies have to be accepted and then implemented.
It is, of course, necessary to keep in mind that more knowledge on a specif-
ic theme means a better, more critical and more positive attitude towards so-
cial and political issues. The scope of knowledge (which also impacts all other
dimensions of active citizenship, as has been shown in this chapter) could be
improved by educational policy through inclusion of more of the above men-
tioned subject matter into classes and doing so across various education lev-
els, however, this is not something to be particularly optimistic about. Full po-
litical and expert consensus is needed in order to change a curriculum and it
seems that this has so far remained elusive in the field of civic education in Slo-
14 Not taking into consideration the proficiency levels, but the whole continuum of civic knowledge.
facilitating civic knowledge – a path towards active citizenship
group of students that is not so much incited to participate in school and thus
do not see the value of participation for the functioning of a democratic socie-
ty. There is no transfer of knowledge that they are supposed to learn at school
towards their future activities, which is definitely fostered through the valu-
ation of activities and the motivation that spurs such activities. According to
Flanagan et al. (2010), a democratic school practice is an important source of
self-confidence into one’s own political efficiency, as it helps youths to express
their opinions and face various dispositions as well as the experience of partic-
ipating in decision making.
In the area of rights and responsibilities (gender, ethnicity, race, migrant
equality), it can be said that there is a general tendency to increase the lev-
el of civic knowledge achievements, which contributes to a greater tolerance
of students. This is in line with the findings of an analysis (Klemenčič, Štrem-
fel and Rožman, 2011) on the connection between prejudices on multicultural
topics and knowledge of these topics.
Statistically significant differences exist between the lowest and high-
est-achieving groups of students regarding anticipated future participa-
tion in elections and political participation. Mirazchiyski, Caro and Sand-
oval-Hernándes found that a similar general trend exists for all European
countries participating in ICCS 2009 (except Denmark):14 the less civic knowl-
edge the students have, the higher their anticipation to engage in formal po-
litical activities (2014). However, there are no differences among the groups
regarding informal political participation in the future. This also agrees with
various studies of social and political interaction, which shows that the detect-
ed self-efficiency in political or social areas is one of the key factors of an in-
dividual’s decision to participate in public (Diener, Noack and Gniewosz, 2011;
Snyder and Omoto, 2006; Torney-Purta, 2009; Gril, 2011: 180).
Acquiring new (more complex) knowledge and (active and more critical-
ly-thinking) attitudes as well as values and readiness to engage can be influ-
enced through a more facilitating educational policy and educational prac-
tice, which means that policies have to be accepted and then implemented.
It is, of course, necessary to keep in mind that more knowledge on a specif-
ic theme means a better, more critical and more positive attitude towards so-
cial and political issues. The scope of knowledge (which also impacts all other
dimensions of active citizenship, as has been shown in this chapter) could be
improved by educational policy through inclusion of more of the above men-
tioned subject matter into classes and doing so across various education lev-
els, however, this is not something to be particularly optimistic about. Full po-
litical and expert consensus is needed in order to change a curriculum and it
seems that this has so far remained elusive in the field of civic education in Slo-
14 Not taking into consideration the proficiency levels, but the whole continuum of civic knowledge.
facilitating civic knowledge – a path towards active citizenship
