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Civic Education for Democracy During Crisis : Measuring State Media Engagement

100%
Rak J., Rezmer-Płotka K.
The New Educational Review
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2022
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vol. 69
82-94
EN
Informed by a research problem of explaining the relationships between the specificity of civic education and public support for authoritarian politicians, this paper aims to propose and test an analytical tool for measuring media engagement in civic education. It contributes methodologically to studies on civic education by delivering a tool that applies to identify and trace state media’s efforts to shape either democratic or autocratic citizenship models. Thereby, it allows monitoring current challenges to civic education for democracy in individual countries. The test contributes empirically to the studies on state-orchestrated civic education by revealing civic education for autocracy in pandemic-driven Poland. It enriches the knowledge of the use of Polish state media by the anti-democratic ruling actors to maintain the status quo.
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THE RULERS AND THE RULED - CIVIC COMPETENCE IN POLITICS AS A CRITERION OF DEMOCRACY

88%
Godlewski T.
Polish Political Science Yearbook
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2014
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vol. 43
363-376
EN
The text deals with the topic of civic political competence (civic competence) as an additional criterion of the quality of the democracy. It shows both theoretical aspects of this issue, identifying some specific elements of competence and the methodological problems of the research on civic competence. The article also includes reflections on the implementation of civic competence in the processes of deliberation.
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Vliv klimatu školní třídy a jejího socioekonomického složení na občanské znalosti a postoj k volební účasti

88%
Kudnáč A.
Sociologický časopis. Czech Sociological Review
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2017
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vol. 53
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issue 2
209-240
EN
Research to date indicates that there is a positive association between the family-based socio-economic status (SES) of students and pupils’ own level of civic knowledge and attitudes toward voting. Many scholars think that social stratification of the electorate may lead to differential political representation of social groups thereby weakening the legitimacy of democracy among the lower social strata who participate least in politics. In this respect, it is often argued that one of the roles of schools is to reduce the difference in civic participation among students coming from families in different social strata. In this vein, this article examines if (a) type of classroom learning operationalised as ‘open classroom climate’ and (b) the socioeconomic composition of the class help to explain differences in students’ level of civic knowledge and attitudes toward voting. The data used in this study comes from the International Citizenship and Civic Education (ICCS) survey of 8th-grade student carried out in 2009. The multilevel modelling results show that the SES of a students’ family does help to explain differences in pupils’ civic knowledge and attitudes toward voting, and this classroom effect is especially strong among low SES students. In contrast, the presence of an open classroom climate has no significant effects on knowledge or attitudes to voting. This article concludes with a discussion of how these findings shape current understanding of how contrasting educational trajectories may have political consequences over the long-term.
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