Teachers' perceptions of education for democratic citizenship in schools with transnational youth: A comparative study in the UK and Denmark

Abstract

As a consequence of globalization and increased immigration, scholars call for reconceptualizations of citizenship and empirical studies to ascertain how citizenship education is enacted in schools serving youth from immigration backgrounds. This study addresses these needs by interviewing civic educators in purposefully selected secondary schools in Denmark and England and Scotland in the United Kingdom. Using data from semi-structured teacher interviews, complemented by classroom observations, the study revealed examples of civic teaching reflective of distinct civic cultures and global trends. In the British schools in the study, the extent to which citizenship was emphasized varied considerably. One school did much to promote local and global civic activism, whereas others emphasized school level participation and charity fundraising. Democratic participation in groups, support for the Danish welfare system, and valuing free expression featured strongly in the Danish schools in the study. Across countries, students were taught about human rights, global issues, and international organizations. Additionally, teachers identified opportunities and challenges in civic teaching for transnational students.