Teaching Citizenship from a Feminist Perspective

Abstract

This thesis focuses on how citizenship education can benefit from Third Wave Feminist pedagogy, with the Citizenship course at the MBO school Albeda College -Rotterdam- as a case study. The aim of the thesis is to be a tool in designing the plans for improving the Citizenship course at Albeda College. To answer the research question a critical analysis of three Citizenship manuals (Schokland, De maatschappij dat ben jij and Nu Burgerschap) has been carried out and interviews with Citizenship teachers and the Executive Board of Albeda College have been conducted. The thesis concentrates on three components of citizenship education: the curriculum, the teaching practice and the class environment. The analysis of the curriculum shows that the manuals do not sufficiently stimulate students to deconstruct processes of social injustice, while displaying a definition of citizenship that does not correspond to the diverse student population of Albeda College. The theory of safe spaces can help teachers with creating an atmosphere in class where students and teachers feel encouraged to share their thoughts and experiences through memory work. My advice is to let teachers design their classes together with the students, while keeping the theories of safe spaces and memory work in mind.