One way or the other democratic states need to take on the task of educating its rising generation in governmental affairs, societal matters and citizenship in order to sustain the democracy itself. This article presents a model for analysing civic education in late modern, globalised world. The model is based on the fundamental belief that the overall aim of civic education in democratic, late modern and global societies is empowerment of the citizen in order to establish a self governing citizen who simultaneous is capable of managing and keeping together partly contradictory citizens tasks. One is being a loyal subject in state and society affairs, a second is being an informed voter in state elections, a third is being a critical participant in state and society affairs and a forth is being an independent, innovative citizen outside state. The model is inspired by rather comprehensive studies and evaluations of the Danish upper secondary school completed at my department at University of Southern Denmark in recent years, especially connected to a quite far reaching curriculum reform from 2005. It is assumed that this Danish development is an expression of a more general phenomenon, which applies to all western democratic and late modern countries.
Patterns of Research in Civics, History, Geography and Religious Education: Key Presentations and Responses From an International Conference at Karlstad University, Sweden 2010, 2011, p. 37-51
Social Studies, civics, dicactics
Main Research Area:
Studier I De Samhällsvetenskapliga Ämnenas Didaktik