What are the gender, class and ethnicity of citizenship? A study of upper secondary school students’ views on citizenship education in England and Sweden

The purpose of this article is to examine and compare how the ethnicity, gender and social class conditions of citizenship influence, and are understood by, teachers and secondary school students in England and Sweden. The intention is also to compare how conditions of citizenship are dealt with in social studies for upper secondary school in England and Sweden. The relationship between students' education and real conditions for citizenship is complex and partly differs between, as well as within, the two countries. The present comparative examination and analysis aims to visualize both specific and common conditions of citizenship in England and Sweden. This is to draw attention to how the meaning of frequently used terminology and images in the field of Citizenship Education do not always coincide with teachers’ and students’ own opinions and perceived meanings. By doing this we hope to contribute some new knowledge regarding one of the most difficult challenges that citizenship education is struggling with, whether the provided knowledge and values prepare today's youth to defend and develop future democratic and just societies. To achieve this, we have conducted a number of interviews with teachers and secondary school students and asked them about their experiences and opinions regarding Citizenship Education and the nature of citizenship. The following main questions were central to the interviews:

- What knowledge and skills does a citizen need in a democracy and how is the meaning of citizenship connected to gender, class and ethnicity?
- How are personal liberties affected by the citizen’s gender, class and ethnicity according to the respondents?
- What are teachers’ and students’ experiences of Citizenship Education and how does school pay attention to citizens´ conditions based on gender, class and ethnicity?

Open Access journal