Governments typically affirm the role that schools play in maintaining a healthy democracy. This raises the question: Is the current school system and curriculum framework capable of fulfilling this promise? Are Australian schools providing young people an opportunity to learn about civics and citizenship and to participate in activities that help them develop and exercise their rights as active, informed, and community-minded citizens?
An examination of nationally representative data reveals that Year 6 and Year 10 students are informed about social, political, and economic issues. However, there are notable differences in students’ active engagement in civics and citizenship-related activities, influenced by their age group and parents’ educational levels.
How can the Australian school system and curriculum support all young people to become active and informed citizens? A shift towards a negotiated curriculum that is meaningful to students’ lives can improve their school experience and encourage ongoing engagement in civics and citizenship activities.
Esther Doecke
Where does civics and citizenship fit into the curriculum at Australian schools?
Civics and citizenship are identified bodies of knowledge in the Australian Curriculum, known as a ‘standards-based’ curriculum, designed to be applied across every Australian school and classroom. There are defined topics in civics and citizenship for students to learn and be assessed on from Year 3 to the end of Year 8.
However, some argue that the curriculum prioritizes knowledge about civics and citizenship processes and systems over activities encouraging critical engagement and social justice. Furthermore, the comprehensive nature of the curriculum leaves little room for teachers to explore students’ interests and preferences in their learning.
Building an applied understanding of civics and citizenship in schools
Primary schools appear to be particularly successful in nurturing and supporting young people in civics and citizenship by encouraging student involvement in school governance activities, such as participation in student councils or other student representative bodies.
Research indicates that student participation in school-based civics and citizenship related activities is more frequent in primary school (Year 6) than in secondary school (Year 10). This decline can be partly attributed to the structure of the school system. In secondary years, there is a stronger focus on traditional academic subjects, sidelining student voices and diminishing the value placed on student interest in civic action.
Secondary students are pressured to absorb fixed ‘content’ (or ‘standards’), which may not reflect what is important for their daily lives or future. Recent student-led movements, such as the School Strike for Climate, highlight the disconnect between students’ learning interests and the content provided by the school system.
Are all Australian students equally likely to be involved in civics and citizenship related activities?
Research further reveals that social advantage influences student involvement in civics and citizenship activities in secondary schools more than in primary schools.
This aligns with other studies showing that curriculum delivery varies widely across schools due to system setup and segregation based on sector (Government, Private, Catholic), socioeconomic status, and family education levels.
Secondary schools with greater financial and social resources offer more opportunities for student participation in governance and extracurricular activities. These schools often serve families with higher education levels. In contrast, students from less educated families may have fewer opportunities to engage in civics and citizenship activities. Their schools might have to focus more on academic competition or lack the resources and personnel to support such activities.
These findings concern a school system and curriculum that works for some but not others and undermines efforts to build cohesive communities and democratic participation. All young people must question and explore ways of being in the world through civics and citizenship education and be given opportunities for practical civic engagement. Without this, they cannot become active and engaged citizens.
There is a need to shift the Australian school system from a standards-based curriculum to a negotiated curriculum. A negotiated curriculum allows students to contribute to and modify their learning program, leading to greater investment in their education and its outcomes. A curriculum meaningful to students’ lives can improve their school experience and encourage ongoing engagement in civics and citizenship activities.
What steps can Governments and educational stakeholders take to ensure more young people are given opportunities to become active and informed citizens at school?
- Incorporate Student Voice: Give young people a greater say in their learning by providing opportunities to challenge traditional bodies of knowledge and apply what they learn in practical ways.
- Empower Teachers: Entrust teachers to develop a negotiated curriculum with their students. This approach will create more enriching classrooms and foster professional growth among educators.
- Support High-Need Schools: Provide additional resources and support to schools with greater needs, enabling them to innovate their curriculum and expand civics and citizenship activities.
🔬🧫🧪🔍🤓👩🔬🦠🔭📚
Journal reference
Doecke, E., & Huo, S. (2024). Does the Australian school system and curriculum support young people to become active and informed citizens?. Curriculum Perspectives, 1-12. https://doi.org/10.1007/s41297-024-00229-y
