Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia

Margarita I. Jeliazkova

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Abstract

This paper reports on a comparative study of high school social science teachers in three European countries: the Netherlands, Bulgaria, and Croatia, and presents data from teacher interviews using Q methodology. An aim of the study is to make explicit the link between teachers’ views on citizenship education and their underlying beliefs about education, teaching, and the social science curriculum. Central to this are views on the type of citizen they aim to develop through citizenship education. Five distinct types were identified in Bulgaria - Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types were Patriotic Conservatives, Liberal Democracy Guardians, Reflective Humanists, and Personal Growth Coaches. In the Netherlands, four types: Action Learning Idealists, Critical Academics, Loyal Citizens’ Teachers, and Moral Democratic Educators. These are variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (grid-group theory of Douglas and Wildavsky). The study also aims to shed light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education. A third aim is to demonstrate the crucial role of teachers in shaping national and European citizenship education policies. Implications are discussed for citizenship education policy, curriculum development, and teacher training. Keywords: Citizenship education, Comparative study, Social science teachers, Q methodology, Group-grid theory.
Original languageEnglish
Title of host publicationIdentities and citizenship education: controversy, crisis and challenges
EditorsPeter Cunningham
Place of PublicationLondon
PublisherCICE, Institute for Policy Studies in Education
Pages239-260
ISBN (Print)978-1-907675-20-1
Publication statusPublished - 2014

Publication series

Name
PublisherCICE, Institute for Policy Studies in Education

Fingerprint

Bulgaria
social studies
Croatia
citizenship
Netherlands
teacher
education
social science
citizen
comparative education
ideal type
methodology
curriculum development
coach
teacher training
pragmatics
Group
educator
democracy
curriculum

Keywords

  • METIS-308577
  • IR-93904

Cite this

Jeliazkova, M. I. (2014). Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia. In P. Cunningham (Ed.), Identities and citizenship education: controversy, crisis and challenges (pp. 239-260). London: CICE, Institute for Policy Studies in Education.
Jeliazkova, Margarita I. / Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia. Identities and citizenship education: controversy, crisis and challenges. editor / Peter Cunningham. London : CICE, Institute for Policy Studies in Education, 2014. pp. 239-260
@inproceedings{43a26df4b66b4424aea79e6f461c1a03,
title = "Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia",
abstract = "This paper reports on a comparative study of high school social science teachers in three European countries: the Netherlands, Bulgaria, and Croatia, and presents data from teacher interviews using Q methodology. An aim of the study is to make explicit the link between teachers’ views on citizenship education and their underlying beliefs about education, teaching, and the social science curriculum. Central to this are views on the type of citizen they aim to develop through citizenship education. Five distinct types were identified in Bulgaria - Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types were Patriotic Conservatives, Liberal Democracy Guardians, Reflective Humanists, and Personal Growth Coaches. In the Netherlands, four types: Action Learning Idealists, Critical Academics, Loyal Citizens’ Teachers, and Moral Democratic Educators. These are variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (grid-group theory of Douglas and Wildavsky). The study also aims to shed light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education. A third aim is to demonstrate the crucial role of teachers in shaping national and European citizenship education policies. Implications are discussed for citizenship education policy, curriculum development, and teacher training. Keywords: Citizenship education, Comparative study, Social science teachers, Q methodology, Group-grid theory.",
keywords = "METIS-308577, IR-93904",
author = "Jeliazkova, {Margarita I.}",
year = "2014",
language = "English",
isbn = "978-1-907675-20-1",
publisher = "CICE, Institute for Policy Studies in Education",
pages = "239--260",
editor = "Peter Cunningham",
booktitle = "Identities and citizenship education: controversy, crisis and challenges",

}

Jeliazkova, MI 2014, Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia. in P Cunningham (ed.), Identities and citizenship education: controversy, crisis and challenges. CICE, Institute for Policy Studies in Education, London, pp. 239-260.

Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia. / Jeliazkova, Margarita I.

Identities and citizenship education: controversy, crisis and challenges. ed. / Peter Cunningham. London : CICE, Institute for Policy Studies in Education, 2014. p. 239-260.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia

AU - Jeliazkova, Margarita I.

PY - 2014

Y1 - 2014

N2 - This paper reports on a comparative study of high school social science teachers in three European countries: the Netherlands, Bulgaria, and Croatia, and presents data from teacher interviews using Q methodology. An aim of the study is to make explicit the link between teachers’ views on citizenship education and their underlying beliefs about education, teaching, and the social science curriculum. Central to this are views on the type of citizen they aim to develop through citizenship education. Five distinct types were identified in Bulgaria - Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types were Patriotic Conservatives, Liberal Democracy Guardians, Reflective Humanists, and Personal Growth Coaches. In the Netherlands, four types: Action Learning Idealists, Critical Academics, Loyal Citizens’ Teachers, and Moral Democratic Educators. These are variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (grid-group theory of Douglas and Wildavsky). The study also aims to shed light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education. A third aim is to demonstrate the crucial role of teachers in shaping national and European citizenship education policies. Implications are discussed for citizenship education policy, curriculum development, and teacher training. Keywords: Citizenship education, Comparative study, Social science teachers, Q methodology, Group-grid theory.

AB - This paper reports on a comparative study of high school social science teachers in three European countries: the Netherlands, Bulgaria, and Croatia, and presents data from teacher interviews using Q methodology. An aim of the study is to make explicit the link between teachers’ views on citizenship education and their underlying beliefs about education, teaching, and the social science curriculum. Central to this are views on the type of citizen they aim to develop through citizenship education. Five distinct types were identified in Bulgaria - Pragmatic Conservatives, Deliberative Liberals, Local Social Guardians, Personal Growth Facilitators, and Global Future Debaters. In Croatia, the types were Patriotic Conservatives, Liberal Democracy Guardians, Reflective Humanists, and Personal Growth Coaches. In the Netherlands, four types: Action Learning Idealists, Critical Academics, Loyal Citizens’ Teachers, and Moral Democratic Educators. These are variations of four ideal types of views: Hierarchical, Individualist, Egalitarian, and Fatalist (grid-group theory of Douglas and Wildavsky). The study also aims to shed light on the complexity of cultural, political, and historical contexts surrounding the introduction and implementation of citizenship education. A third aim is to demonstrate the crucial role of teachers in shaping national and European citizenship education policies. Implications are discussed for citizenship education policy, curriculum development, and teacher training. Keywords: Citizenship education, Comparative study, Social science teachers, Q methodology, Group-grid theory.

KW - METIS-308577

KW - IR-93904

M3 - Conference contribution

SN - 978-1-907675-20-1

SP - 239

EP - 260

BT - Identities and citizenship education: controversy, crisis and challenges

A2 - Cunningham, Peter

PB - CICE, Institute for Policy Studies in Education

CY - London

ER -

Jeliazkova MI. Views and beliefs of social studies teachers on citizenship education: a comparative study of the Netherlands, Bulgaria and Croatia. In Cunningham P, editor, Identities and citizenship education: controversy, crisis and challenges. London: CICE, Institute for Policy Studies in Education. 2014. p. 239-260