Kritisch-democratisch burgerschap binnen het domein Leefomgeving. Een onderzoek naar kritisch-democratisch burgerschap binnen het domein Leefomgeving van het examenprogramma aardrijkskunde Tweede Fase.

Abstract

The past 2 decennia, citizenship education became more and more pursued by governments and policy-makers. This paper focuses on the Dutch geography curriculum, where citizenship is implemented in the domain “Leefomgeving” of the examination. This paper focuses on how justice-oriented citizenship is implemented in the topic “Leefomgeving” of the Dutch geography curriculum. After studying the theoretical content, the research focuses on the practical implementation of the curriculum. Applying the “Leefomgeving” topic to justice-oriented citizenship provides good opportunities to develop student's arguing and discussion competences. Qualitative data analysis derived from the knowledge and experience of Dutch geography teachers evidently shows that the structural practical implementation of justice-oriented citizenship is absent. Teachers argue that the student is not able to initiate a funded discussion in this particular phase of life due to mental immaturity. More important, the practical implementation of justice- oriented citizenship is not a requisite in the actual examination. Hence, a teacher’s main priority is to teach the theoretic fundamentals of the topic.