Samenvattingen teksten ME
Week 1: Abowitz & Harnitz: contemporary Discourses of
Citizenship. Abowitz & Harnitz
Citizenship in a democracy
a. gives membership status to individuals within a political unit
b. confers an identity on individuals
c. constitutes a set of values, usually interpreted as a commitment to the common good of a
particular political life
d. involves practicing a degree of participation in the process of political life
e. implies gaining and using knowledge and understanding of laws, documents, structures and
processes of governance
Theoretisch: lidmaatschap, identiteit, waarden en rechten van deelname
Stages of development (Marshall, 1950)
Civil citizenship: het individuele recht op spraak, vertrouwen en eigendom
(Ontstaan in 1800 voor bescherming van eigendom en vrijheden, kapitalisme)
Political citizenship: het recht om mee te participeren in het beoefenen van politieke macht
(Ontstaan in 1900 voornamelijk voor de middenklasse mannen)
Social citizenship: bevat veel rechten zoals economische welvaart, veiligheid, het leven kunnen
leiden als een beschaafd persoon volgens de heersende standaarden in de samenleving. (Ontstaan
in de 20e eeuw)
- Qualification: Pupils are qualified to fulfill a meaningful role in society.
- Socialization: it’s not just basic skills, it’s also social skills and getting acquainted with the
society in which they are to live. Schools introduce pupils into society.
- Subjectification: pedagogical dimension of education. Means that pupils are helped to
become fully developed persons (of their own) in relation to a society and act in it in a
“grown-up” way. So becoming a subject.
Education is distinct from learning or development. Learning is everywhere, development as well,
what separates education from these is that education is an intentional intervention in the
development of pupils.
Teaching about, through and for democracy:
About: knowledge, explaining how democratic institutions work, what rights are, how you can work
together. Old form of citizenship education.
Through: if you want to teach about democracy, it can only be achieved in democracy. Actually
staging democracy in the classroom. Schools offer students opportunities to engage in democratic
practices.
For: critical element, taught that democracy is an ideal that is never fully realized. Schools offer
opportunities to learn about avenues to promote social and political transformation to come closer
to this ideal.
The Abowitz and Harnish article, Contemporary Discourses of Citizenship, provides a thorough
exploration of the evolving meanings of citizenship in Western democracies, with particular
emphasis on how these discourses influence educational contexts. The authors review a variety of
citizenship frameworks, outlining each one's core tenets and implications for democratic
engagement, individual rights, and civic identity. Here’s a breakdown of the main sections:
1. Introduction: Sets the stage by discussing the shifting landscapes of citizenship in
response to social, cultural, and political changes, especially in the United States. It
introduces the idea that different "discourses" or perspectives on citizenship shape how
individuals and communities understand democratic participation and responsibility.
2. Civic Republicanism: This framework centers on a sense of duty to the community and a
commitment to civic participation. It promotes loyalty, patriotism, and civic knowledge, with
an emphasis on service and engagement that supports the public good. Civic
Republicanism favors a cohesive, shared national identity, often prioritized in educational
curricula, and sometimes, a more restrictive view of who "belongs."
, 3. Liberal Citizenship: Focuses on individual rights and freedoms within a diverse society,
emphasizing personal autonomy, equality, and civil liberties. Liberal citizenship views
democratic participation as a procedural right, supporting pluralism and cultural diversity,
encouraging individuals to engage in public deliberation. It promotes a “thin” national
identity, allowing for varied values while fostering mutual respect and critical thinking.
4. Critical Discourses: These perspectives critique the exclusivity often found in Civic
Republican and Liberal frameworks, highlighting inequities related to gender, race, and
socioeconomic status. Critical discourses include feminist, cultural, queer, and transnational
lenses that emphasize inclusivity and representation. This approach advocates for
education that fosters awareness of social justice issues and the empowerment of
marginalized groups.
5. Reconstructionist Citizenship: Rooted in Marxist and progressive traditions, this
discourse calls for transformative engagement aimed at addressing systemic injustices and
restructuring society. Reconstructionist citizenship advocates for economic, political, and
social change, emphasizing active involvement in addressing structural inequalities,
especially through education.
6. Conclusion: The authors argue that Civic Republican and Liberal discourses dominate
American K-12 education, often limiting the representation of more dynamic and inclusive
approaches to citizenship. They suggest an educational approach that includes critical and
transnational perspectives to foster a broader understanding of democracy and diverse
identities in an interconnected world.
Liberal Republic Communita Agonism Cosmopolitani
an rianism sm
Defining Right Love for Everyone’s Forceful, pushing, Global
characte bearing country different, but constantly moving citizenship
ristic individual everyone Unity and
can flourish diversity
as an interconnected
individual ness
and
therefore
community
Rights Ownership Communit Volunteer Talking, raising your Shared
and rights and y service work, giving voice, representing universal social,
duties political back to your your group, political human,
rights, duty community environmental
to be self- values
supporting
and refrain collaboration
from
harming
others
Political Personal 4th of July Anti- Demonstrating, Climate
activities choice capitalism dialogue, debating activism
Volunteer
work
Virtues Independen Love for Common Stamina, diversity, Compassion,
ce, public the good, critical thinking, human dignity,
reason and country tolerance different point of view interconnected
respect for ness, tolerance,
justice responsibility
Educatio Officially Foster Each Foster a safe space No subjects,
n neutral love for community where everyone can interdisciplinary
(specific (focus on country, has it’s own share personal ideas, , cultures,
CE and juridical teach educational where they can debate Esperanto
what duties) and about system. and not have to agree.
kind of the history, Decentralise In education, explain Round tables
systems) distinction victories, d about all/many
, between challenge different views, not Not specific
s, learn only the main belief. country history
the skill-based learning, but more
national teachers with diverse worldwide
anthem, backgrounds,
guestspeakers, not
top-down
communication but a
more equal relation
between students and
teachers
Liberal Republican Communitarian Cosmopolitan Agonism
Citizenship
Defining Right bearing Democracy Human identity Democracy with Democracy is
characteristics individual, state focused on “own” has a connection a broader about a conflict
as further away, country, within with perspective on that progresses.
but you can rely certain borders, communities. the world. Different
upon them that is more Everyone right to Citizens are perspectives
important than flourish in the global citizens come together
individuals. community. with shared and are held by
Civilians have a Without universal rights. common values.
certain community, a That conflict is
identification person is not a a political good
with the country. person.
Rights and duties Ownership Service to the Duty oriented, Rights and duties Held together
rights, duty self- country (which is participating in to the other by common
support, respect fulfilling, not a loyalty to global citizens, values. Against
other, refrain sacrifice), in communities, out of hegemonism
from doing harm return for rights common good compassion.
before individuals
Political activities Many varieties Service-based Community Education Fight
(out of duty) action, (awareness), in hegemonism (1
volunteering action out of power of
compassion dominance)
Virtues Independence Equality, duty to Collective Unity and Emotions
public reason, other civilians, responsibility, for diversity, important,
respect for rationality the common compassion, common values,
justice, good dignity, tolerance
rationality interconnectedne
ss, respect
Educational Education to Decentralised. Education in Education of
system “bring the Education has to terms of global citizenship is
country closer” take place in the development and about tolerance,
and educate on community. And participation, as a critical thinking,
that communal is focused on world citizen. debating, skill-
feeling being part of the based learning.
community.
, Week 1: De groot, Daas & Nieuwelink: Education for democratic
citizenship in Dutch schools: A bumpy road (history)
The document, Education for Democratic Citizenship in Dutch Schools: A Bumpy Road, outlines
developments in citizenship education (CE) in the Netherlands, highlighting legislation and its
impact on primary, secondary, and tertiary education levels.
1. Introduction: Provides an overview of mandatory citizenship education across all Dutch
educational levels and examines the policy landscape from 2005 through 2021. Key
questions addressed are the strengths and weaknesses of citizenship legislation and recent
PhD findings on CE in the Netherlands.
2. Societal and Educational Contexts: Details the Dutch education system's autonomy
under Article 23 of the Dutch constitution, which allows freedom of education while
mandating school attendance. It describes how education in the Netherlands has shifted
from consensus-driven governance to a landscape influenced by populism and political
division.
3. Dutch Citizenship Education Policy (1950-2000): Traces historical shifts in Dutch CE,
focusing on how policies have moved from social cohesion and national identity formation
to a stronger emphasis on civic knowledge and autonomy. This shift led to CE being
incorporated into curricula like Civics but without sufficient attention to democratic values
in practice.
4. Formal CE Legislation (2006-2007): Discusses how rising concerns over social cohesion
led to the 2006 CE law, which emphasized active citizenship and social integration.
However, critiques pointed to the law's vagueness, the lack of cohesive implementation,
and minimal binding requirements for schools.
5. Expansion of CE Legislation (2021): Explores the 2021 legislation aimed at addressing
previous critiques by setting clearer CE expectations, requiring schools to promote
democratic values and social cohesion. However, ambiguity remains, particularly around
school-specific actions and integrating CE in the broader curriculum.
6. Citizenship Education Practices in Schools:
o Primary Education: Findings suggest CE practices are fragmented, with limited
emphasis on democratic values. Programs like The Peaceable School focus on social
competence and conflict resolution but often lack democratic depth.
o Secondary Education: Secondary schools show variability in CE practices, with
students generally learning little about civic engagement, particularly in less
academically rigorous tracks. Research highlights the impact of educational
inequality and the importance of open discussion environments.
o Tertiary Vocational Education: Despite some improvements, CE remains
inconsistent across tertiary institutions. A lack of binding CE requirements
contributes to the varying quality of CE delivery.
7. Conclusion & Future Directions: The authors call for a balanced CE approach that
encompasses teaching about, through, and for democracy, emphasizing the importance of
democratic school cultures. Recommendations include better-defined CE objectives, aligned
curriculum standards, and improved teacher training.
Hoorcollege week 1
In the Netherlands, democracy is understood in education as free education. Schools can choose
how to teach (under certain curriculum goals).
There is broad support for CE among parents, teachers, politicians and that kids are socialized into
citizenship. School has a pedagogical role in extending its values. The CE is quite fragmented,
doesn’t live up to expectations, programmes set up can be qualified as patchwork. Kids have
relatively low scores on citizenship competences in comparative international surveys.
And there is tension around CE, which has to do with the Netherlands’s freedom of education: there
is a constitutional right from 1917 to found schools based on their own worldview and get
government funding. The majority of pupils went to religious schools and those schools got full
funding. The constitution was made to compromise and establish a better relationship between
schools and the government. Schools are free in stichting, richting and inrichting. Government is
responsible for what is taught, schools are responsible for how is taught. The government
inspection check the education in terms of quality. National exams are the same for everyone, but
Week 1: Abowitz & Harnitz: contemporary Discourses of
Citizenship. Abowitz & Harnitz
Citizenship in a democracy
a. gives membership status to individuals within a political unit
b. confers an identity on individuals
c. constitutes a set of values, usually interpreted as a commitment to the common good of a
particular political life
d. involves practicing a degree of participation in the process of political life
e. implies gaining and using knowledge and understanding of laws, documents, structures and
processes of governance
Theoretisch: lidmaatschap, identiteit, waarden en rechten van deelname
Stages of development (Marshall, 1950)
Civil citizenship: het individuele recht op spraak, vertrouwen en eigendom
(Ontstaan in 1800 voor bescherming van eigendom en vrijheden, kapitalisme)
Political citizenship: het recht om mee te participeren in het beoefenen van politieke macht
(Ontstaan in 1900 voornamelijk voor de middenklasse mannen)
Social citizenship: bevat veel rechten zoals economische welvaart, veiligheid, het leven kunnen
leiden als een beschaafd persoon volgens de heersende standaarden in de samenleving. (Ontstaan
in de 20e eeuw)
- Qualification: Pupils are qualified to fulfill a meaningful role in society.
- Socialization: it’s not just basic skills, it’s also social skills and getting acquainted with the
society in which they are to live. Schools introduce pupils into society.
- Subjectification: pedagogical dimension of education. Means that pupils are helped to
become fully developed persons (of their own) in relation to a society and act in it in a
“grown-up” way. So becoming a subject.
Education is distinct from learning or development. Learning is everywhere, development as well,
what separates education from these is that education is an intentional intervention in the
development of pupils.
Teaching about, through and for democracy:
About: knowledge, explaining how democratic institutions work, what rights are, how you can work
together. Old form of citizenship education.
Through: if you want to teach about democracy, it can only be achieved in democracy. Actually
staging democracy in the classroom. Schools offer students opportunities to engage in democratic
practices.
For: critical element, taught that democracy is an ideal that is never fully realized. Schools offer
opportunities to learn about avenues to promote social and political transformation to come closer
to this ideal.
The Abowitz and Harnish article, Contemporary Discourses of Citizenship, provides a thorough
exploration of the evolving meanings of citizenship in Western democracies, with particular
emphasis on how these discourses influence educational contexts. The authors review a variety of
citizenship frameworks, outlining each one's core tenets and implications for democratic
engagement, individual rights, and civic identity. Here’s a breakdown of the main sections:
1. Introduction: Sets the stage by discussing the shifting landscapes of citizenship in
response to social, cultural, and political changes, especially in the United States. It
introduces the idea that different "discourses" or perspectives on citizenship shape how
individuals and communities understand democratic participation and responsibility.
2. Civic Republicanism: This framework centers on a sense of duty to the community and a
commitment to civic participation. It promotes loyalty, patriotism, and civic knowledge, with
an emphasis on service and engagement that supports the public good. Civic
Republicanism favors a cohesive, shared national identity, often prioritized in educational
curricula, and sometimes, a more restrictive view of who "belongs."
, 3. Liberal Citizenship: Focuses on individual rights and freedoms within a diverse society,
emphasizing personal autonomy, equality, and civil liberties. Liberal citizenship views
democratic participation as a procedural right, supporting pluralism and cultural diversity,
encouraging individuals to engage in public deliberation. It promotes a “thin” national
identity, allowing for varied values while fostering mutual respect and critical thinking.
4. Critical Discourses: These perspectives critique the exclusivity often found in Civic
Republican and Liberal frameworks, highlighting inequities related to gender, race, and
socioeconomic status. Critical discourses include feminist, cultural, queer, and transnational
lenses that emphasize inclusivity and representation. This approach advocates for
education that fosters awareness of social justice issues and the empowerment of
marginalized groups.
5. Reconstructionist Citizenship: Rooted in Marxist and progressive traditions, this
discourse calls for transformative engagement aimed at addressing systemic injustices and
restructuring society. Reconstructionist citizenship advocates for economic, political, and
social change, emphasizing active involvement in addressing structural inequalities,
especially through education.
6. Conclusion: The authors argue that Civic Republican and Liberal discourses dominate
American K-12 education, often limiting the representation of more dynamic and inclusive
approaches to citizenship. They suggest an educational approach that includes critical and
transnational perspectives to foster a broader understanding of democracy and diverse
identities in an interconnected world.
Liberal Republic Communita Agonism Cosmopolitani
an rianism sm
Defining Right Love for Everyone’s Forceful, pushing, Global
characte bearing country different, but constantly moving citizenship
ristic individual everyone Unity and
can flourish diversity
as an interconnected
individual ness
and
therefore
community
Rights Ownership Communit Volunteer Talking, raising your Shared
and rights and y service work, giving voice, representing universal social,
duties political back to your your group, political human,
rights, duty community environmental
to be self- values
supporting
and refrain collaboration
from
harming
others
Political Personal 4th of July Anti- Demonstrating, Climate
activities choice capitalism dialogue, debating activism
Volunteer
work
Virtues Independen Love for Common Stamina, diversity, Compassion,
ce, public the good, critical thinking, human dignity,
reason and country tolerance different point of view interconnected
respect for ness, tolerance,
justice responsibility
Educatio Officially Foster Each Foster a safe space No subjects,
n neutral love for community where everyone can interdisciplinary
(specific (focus on country, has it’s own share personal ideas, , cultures,
CE and juridical teach educational where they can debate Esperanto
what duties) and about system. and not have to agree.
kind of the history, Decentralise In education, explain Round tables
systems) distinction victories, d about all/many
, between challenge different views, not Not specific
s, learn only the main belief. country history
the skill-based learning, but more
national teachers with diverse worldwide
anthem, backgrounds,
guestspeakers, not
top-down
communication but a
more equal relation
between students and
teachers
Liberal Republican Communitarian Cosmopolitan Agonism
Citizenship
Defining Right bearing Democracy Human identity Democracy with Democracy is
characteristics individual, state focused on “own” has a connection a broader about a conflict
as further away, country, within with perspective on that progresses.
but you can rely certain borders, communities. the world. Different
upon them that is more Everyone right to Citizens are perspectives
important than flourish in the global citizens come together
individuals. community. with shared and are held by
Civilians have a Without universal rights. common values.
certain community, a That conflict is
identification person is not a a political good
with the country. person.
Rights and duties Ownership Service to the Duty oriented, Rights and duties Held together
rights, duty self- country (which is participating in to the other by common
support, respect fulfilling, not a loyalty to global citizens, values. Against
other, refrain sacrifice), in communities, out of hegemonism
from doing harm return for rights common good compassion.
before individuals
Political activities Many varieties Service-based Community Education Fight
(out of duty) action, (awareness), in hegemonism (1
volunteering action out of power of
compassion dominance)
Virtues Independence Equality, duty to Collective Unity and Emotions
public reason, other civilians, responsibility, for diversity, important,
respect for rationality the common compassion, common values,
justice, good dignity, tolerance
rationality interconnectedne
ss, respect
Educational Education to Decentralised. Education in Education of
system “bring the Education has to terms of global citizenship is
country closer” take place in the development and about tolerance,
and educate on community. And participation, as a critical thinking,
that communal is focused on world citizen. debating, skill-
feeling being part of the based learning.
community.
, Week 1: De groot, Daas & Nieuwelink: Education for democratic
citizenship in Dutch schools: A bumpy road (history)
The document, Education for Democratic Citizenship in Dutch Schools: A Bumpy Road, outlines
developments in citizenship education (CE) in the Netherlands, highlighting legislation and its
impact on primary, secondary, and tertiary education levels.
1. Introduction: Provides an overview of mandatory citizenship education across all Dutch
educational levels and examines the policy landscape from 2005 through 2021. Key
questions addressed are the strengths and weaknesses of citizenship legislation and recent
PhD findings on CE in the Netherlands.
2. Societal and Educational Contexts: Details the Dutch education system's autonomy
under Article 23 of the Dutch constitution, which allows freedom of education while
mandating school attendance. It describes how education in the Netherlands has shifted
from consensus-driven governance to a landscape influenced by populism and political
division.
3. Dutch Citizenship Education Policy (1950-2000): Traces historical shifts in Dutch CE,
focusing on how policies have moved from social cohesion and national identity formation
to a stronger emphasis on civic knowledge and autonomy. This shift led to CE being
incorporated into curricula like Civics but without sufficient attention to democratic values
in practice.
4. Formal CE Legislation (2006-2007): Discusses how rising concerns over social cohesion
led to the 2006 CE law, which emphasized active citizenship and social integration.
However, critiques pointed to the law's vagueness, the lack of cohesive implementation,
and minimal binding requirements for schools.
5. Expansion of CE Legislation (2021): Explores the 2021 legislation aimed at addressing
previous critiques by setting clearer CE expectations, requiring schools to promote
democratic values and social cohesion. However, ambiguity remains, particularly around
school-specific actions and integrating CE in the broader curriculum.
6. Citizenship Education Practices in Schools:
o Primary Education: Findings suggest CE practices are fragmented, with limited
emphasis on democratic values. Programs like The Peaceable School focus on social
competence and conflict resolution but often lack democratic depth.
o Secondary Education: Secondary schools show variability in CE practices, with
students generally learning little about civic engagement, particularly in less
academically rigorous tracks. Research highlights the impact of educational
inequality and the importance of open discussion environments.
o Tertiary Vocational Education: Despite some improvements, CE remains
inconsistent across tertiary institutions. A lack of binding CE requirements
contributes to the varying quality of CE delivery.
7. Conclusion & Future Directions: The authors call for a balanced CE approach that
encompasses teaching about, through, and for democracy, emphasizing the importance of
democratic school cultures. Recommendations include better-defined CE objectives, aligned
curriculum standards, and improved teacher training.
Hoorcollege week 1
In the Netherlands, democracy is understood in education as free education. Schools can choose
how to teach (under certain curriculum goals).
There is broad support for CE among parents, teachers, politicians and that kids are socialized into
citizenship. School has a pedagogical role in extending its values. The CE is quite fragmented,
doesn’t live up to expectations, programmes set up can be qualified as patchwork. Kids have
relatively low scores on citizenship competences in comparative international surveys.
And there is tension around CE, which has to do with the Netherlands’s freedom of education: there
is a constitutional right from 1917 to found schools based on their own worldview and get
government funding. The majority of pupils went to religious schools and those schools got full
funding. The constitution was made to compromise and establish a better relationship between
schools and the government. Schools are free in stichting, richting and inrichting. Government is
responsible for what is taught, schools are responsible for how is taught. The government
inspection check the education in terms of quality. National exams are the same for everyone, but
