Jan Germen Janmaat

• Professor
• UCL

This article investigates the impact of various educational conditions, including educational tracking, aspirations and aspects of citizenship education, on the development of political trust among English youth, and assesses whether these effects last into early adulthood. Data from the Citizenship Education Longitudinal Study show a tendency of d...

The political interest of men rises faster than that of women during late adolescence and early adulthood in Britain (Fraile and Sánchez-Vítores in Polit Psychol 41(1):89–106, 2020). This paper analyses whether factors relating to education, the assumption of adult roles and family background can explain this growing disparity. We use panel data of...

Research consistently shows that parents' educational attainment is associated with their children's level of political interest. The life stage when this relationship is established and grows has been identified to be between the ages of 10 and 16. This paper identifies the social class‐based practices that drive the influence of parental educatio...

This paper explores whether civic attitudes cluster in ways that correspond to distinct citizenship regimes. Drawing on political philosophy and citizenship literature, it identifies a liberal, a republican, a conservative, a social-democratic and a post-communist regime. These regimes are said to prevail in particular European regions and to show...

Many scholars argue that the practice of educational tracking exerts a distinct effect on young people’s political engagement. They point out that students in academic tracks are becoming more politically engaged than those than those in vocational ones, and suggest that this may be due to differences across tracks in the curriculum, pedagogy, peer...

https://www.mdpi.com/books/pdfview/book/4748

The current Special Issue has been inspired by the Seventh Annual Conference on Citizenship Education that was held in Roehampton University London, on 26–27 September 2019 [...]

This paper examines the development of the impact of family background on young people’s political engagement during adolescence and early adulthood in order to test a number of hypotheses derived from the impressionable years and family socialization perspectives. The study analyses data of the British Household Panel Study and Understanding Socie...

In view of the serious moral decay in South African society, this article reports on our research regarding the role of the school in the inculcation of citizenship values (as part of the brief of South African education). We regard a set of citizenship values consonant with a democratic dispensation to be a core component of a moral order essentia...

This article examines how different civic learning opportunities relate to students' political knowledge in different school tracks. Existing studies found out that citizenship teaching can not only enhance overall levels of civic outcomes but also mitigate inequalities. However, educational achievement studies emphasise the risk of a tracked schoo...

This paper assesses the explanatory power of a perspective arguing that school social segregation enhances social inequalities in political engagement because of the distinct effects that concentrations of adolescents of disadvantaged backgrounds in educational settings generate. It tests this argument with data of the 2000 Civic Education Study am...

High-quality longitudinal data from the UK Household Longitudinal Study gives us the opportunity to investigate whether participation in adult education (AE) fosters volunteering, and whether this depends on the volume of AE, its content, or on the qualification obtained with it. From a public enlightenment perspective, we would only expect to find...

Previous research on youth attitudes towards immigration has tended to focus on explaining why young people are more accepting of immigrants than their elders. In this article, therefore, we focus on the young people that are opposed to immigration. First, we use nationally representative survey data from young adults in England to highlight that a...

The following sentence has been included in the Acknowledgment section.

This paper explores how generalized trust develops over the life course among young people in England and whether trust is influenced more by family background factors or by conditions in late adolescence and early adulthood. If the latter are important, there may be reason for concern about falling levels of trust as material conditions, particula...

James and Janmaat discuss the evolution of immigrant integration and citizenship policies in France from 2001 to the present day. They argue that anxieties raised by 9/11 contributed to the ban on religious symbols in public schools that came into effect in 2004. The urban riots of 2005, which involved large numbers of young people from immigrant b...

James and Janmaat discuss the evolution of immigrant integration and citizenship policies in England from 2001 to the present day. After a brief discussion of New Labour’s first term, they consider the impact of the Northern Riots of 2001, 9/11 and the 7/7 terrorist attacks on London in 2005. These led to the emergence of a discourse around the fai...

James and Janmaat develop a theoretical framework for the study drawing on studies that explain cross-national variation in approaches to immigration, integration, and citizenship. Some of these studies emphasise the differences between the British ‘multicultural’ approach and the French ‘republican’ approach, and suggest that the approaches are pa...

James and Janmaat analyse the policy developments outlined in Chapters 10.1007/978-3-030-31642-6_3 and 10.1007/978-3-030-31642-6_4 in relation to the indicators set out in Chapter 10.1007/978-3-030-31642-6_2. They find both the British multicultural and the French republican ‘philosophies’ to be significant in framing the policy debate, even as key...

The concluding chapter states the key argument of the book, the main findings and the implications for policy and practice. The key argument is that growing social disparities in political engagement are primarily the result of unequal access to learning opportunities. Two of the most important learning opportunities are participation in school act...

This chapter concentrates on England and examines the role that post-14 educational pathways play in amplifying social inequalities in political engagement, using the longitudinal data of Citizenship Education Longitudinal Study (CELS). It finds that the educational tracks between ages 14–19 have an independent effect on political engagement and th...

This chapter focuses on the impact of education after lower secondary on young people’s political engagement and assesses whether the findings of the previous chapter have a wider relevance across Europe. It uses data from a variety of sources, including the OECD, Eurostat and the European Social Survey, to explore whether features of further and h...

This chapter identifies the potential barriers within the school system to learning political engagement. It draws on theories of Bourdieu and Bernstein, which help explain the relationship between socioeconomic background and the learning of political engagement in the home, and how this then influences the access to learning political engagement...

This chapter tests our theory of social reproduction of political engagement using the Citizenship Education Longitudinal Study (CELS) dataset. First, it tests if young people (11–16) from more disadvantaged backgrounds have less access to the learning for political engagement in the form of political activities at school and an open classroom clim...

This chapter compares England to other countries in Europe and focuses on lower secondary education. It explores whether other countries are better able to provide equality of access to political learning and to minimise social disparities in political engagement than England. It also assesses whether these disparities are related to characteristic...

This chapter sets out the processes in which political engagement is learnt both inside and outside of school. It explains the theories using two different conceptual models of learning: one a cognitive model based on the acquisition of knowledge, and the other, a constructivist model based on active participation and co-construction of meaning. Th...

The academy concept has recently been subjected to significant academic scrutiny. However, this research has focused on assessing the success of this reform drive with regard to its outcomes, as opposed to its implementation. On the basis of the extant research, this paper identifies several factors that could plausibly be linked to variances in th...

This book posits that national education systems are enhancing socioeconomic inequalities in political engagement. While the democratic ideal is social equality in political engagement, the authors demonstrate that the English education system is recreating and enhancing entrenched democratic inequalities. In Europe, the UK has the strongest correl...

“James and Janmaat offer a thorough and well considered analysis of English and French education policy changes in response to the War on Terror. The book highlights the double-speak of assimilation, integration and national values as means to erase difference whilst simultaneously constructing the aberrant enemy ‘Other’ within.” —Professor Vini La...

This paper explores the dynamics of support for the UK’s departure from the EU over the course of 2016 and the first quarter of 2017. It further identifies groups with a particular profile in terms of political attitudes and behaviours and explores whether these groups show a marked change in their support for leave. The paper draws on two contrast...

This chapter familiarizes the reader with the six selected schools by providing a complete account of the school’s activities in relation to the four pathways in which education has been said to influence tolerance. This selection includes a Roman Catholic Independent (RCI), a Roman Catholic State (RCS), an Evangelical Christian Independent (ECI),...

This chapter looks at how the students perceive the four educational aspects of the school which might impact on tolerance (cognitive sophistication, contact, values socialisation and identity construction). The analysis of the student data suggests that the students’ perspective of the school is often formed relative to other familiar contexts, su...

This chapter presents the findings from the quantitative and qualitative data collection on students’ attitudes on tolerance. Drawing on Walzer’s classification of tolerance, the chapter distinguishes between passive tolerance, which is understood as an attitude of inaction and indifference that does not go beyond the granting of rights, and active...

This chapter considers, from the student’s perspective, whether the schools (including the non-faith schools) might impact on their students’ attitudes of tolerance through the formation of a religious (social) identity, as well as the extent to which the school is involved in the creation of the social identity. The school’s role in the formation...

This chapter looks at tolerance from a number of different perspectives. Tolerance has been shown to be a complex area made more confusing by a lack of consistency in how the term is used. After considering how tolerance can be understood, the chapter provides a definition of tolerance to be used in the research. Tolerance can be seen to be about d...

This book examines the effects of faith schools on social cohesion and inter-ethnic relations. Faith schools constitute approximately one third of all state-maintained schools and two fifths of the independent schools in England. Nevertheless, they have historically been, and remain, controversial. In the current social climate, questions have been...

In 2014 the British government called on schools to actively promote fundamental British values (FBVs), seeing this as an effective way to prevent the radicalisation of young people. The government considers these values to include democracy, individual liberty, the rule of law and respect for people of different backgrounds and religions. Rather t...

This article tackles the issue of social inequalities in voting and identifies how and when differences in learning political engagement are influenced by social background in the school environment between the ages of 11–16 in England. Using Latent Growth Curve Modelling and Regression Analysis on the Citizenship Education Longitudinal (CELS) data...

The 2007–8 financial crisis and subsequent 'Great Recession' particularly affected young people trying to make their way from education into the labour market at a time of economic uncertainty and upheaval. This is the first volume to examine the impact of the Great Recession on the developmental stage of young adulthood, a critical phase of the li...

Attitudes towards social groups that have traditionally been marginalised or discriminated against have changed markedly in Britain over the past three decades. This change is particularly marked in attitudes towards homosexuality and racial diversity which, as public opinion surveys have regularly shown, have become more accepting over time. This...

Understanding Society’s EU Referendum Project. Research group meeting. University of Essex, 28 June 2017

The ongoing rise of inequality and the outbreak of the economic crisis since 2008 have fueled the debate about the effects of macro-economic processes on democracy in general, and on political participation in particular. Whereas the effect of economic disparity is well documented in the literature, the implications of the economic downturn have no...

It is common knowledge that in times of recession people lose confidence in the government and in other state institutions. Political scientists have pointed out that a loss of faith in a particular government or parliament does not necessarily amount to an erosion of civic culture as the cultural foundation of liberal democracy is broader. However...

National and transnational policy-makers frequently claim that education brings multiple social benefits to individuals – from improved health and general well-being, to higher level of tolerance and trust and enhanced civic and political engagement. Promoting social cohesion is also frequently cited as one of the main objectives of public educatio...

National and transnational policy makers frequently claim that education brings multiple social benefits to individuals - from improved health and general well-being, to higher level of tolerance and trust and enhanced civic and political engagement. Promoting social cohesion is frequently cited as one main objectives of public education, along wit...

Through analysing longitudinal data this article explores the effect of education trajectories between the ages 14-19 on voting and protesting at age 20 taking into account both type of education (vocational/academic) and level of qualifications (Levels 1-3). We find that these trajectories exert an independent effect on both outcomes. Gaining low...

Over the past two decades, various policy initiatives have been proposed to solve the perceived problem of youth disengagement from politics. This article examines the impact of one such policy initiative—namely the introduction of activities that seek to teach ‘education through citizenship’ at school. In short, ‘education through citizenship’ inv...

This article performs exploratory research using a mixed-methods approach (structural equation modelling and a thematic analysis of interview data) to analyse the ways in which socioeconomic disparities in voting patterns are reproduced through inequalities in education in different national contexts, and the role of self-efficacy in this process....

This study reviews international comparative studies investigating people’s views on inequality. These studies are classified using a framework consisting of three types of conceptions of inequality and two dimensions of inequality. Four perspectives are discussed explaining cross-national differences in views on inequality: the modernist, the cult...

This article examines attitudes among 14-year-old native students in 14 Western countries to assess how out-group size, as measured by the proportion of first- and second-generation migrant children in a class, is related to inclusive views on immigrants. It develops three competing hypotheses: (i) higher proportions of immigrants contribute to inc...

Abstract This chapter explores young people’s perceptions of and beliefs in gender equality across 28 countries and the relationship between these two phenomena. The findings show that while the levels of young people’s beliefs in gender equality follow patterns of economic development (GDP) and are associated with actual measures of gender equalit...

This article focuses specifically on the incorporation of ethnic minority children within the education systems of England, France and Germany. The trends in policy development after World War II in these countries are examined through the prism of three ideal-typical incorporation strategies – integration, assimilation and separation. This is done...

This article explores the effect of tracked education in upper secondary on voting behaviour. It discusses two causal mechanisms that link tracked education to greater disparities of political participation: the curriculum and peer socialization. Data of Waves 1, 2, 5 and 7 of the Longitudinal Study of Young People in England (LSYPE) is used to ass...

Some recent studies have suggested a significant bottom-up or parental component to recent movements for autochthonous minority language-medium education (MLME). This study takes MLME as the outcome of interest and seeks to explain trends in Irish-medium education (IME) in the Republic of Ireland and Northern Ireland since 1920 - a unique opportuni...

This research examines the linkages between ability grouping, classroom social and ethnic segregation, and civic competences. IOE Research Briefings are short descriptions of significant research findings, based on the wide range of projects carried out by IOE researchers.

This research explores the relation between classroom ethno-racial diversity and civic attitudes in England, Sweden and Germany using data from the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study among 14-year olds. IOE Research Briefings are short descriptions of significant research findings, ba...

All states are interested in the political education of their young people, and it ismainly through citizenship education that they attempt directly to socialise youngsters into the norms, values, and conduct expected of citizens. We understand ‘citizenship education’ in the broadest possible sense, that is, as referring to those aspects of school...

In this article we argue that the legitimacy and stability of the social and political order in Britain is undermined by persistent inequalities of skills and opportunities. We first contend that British society is characterised by a liberal regime of social cohesion. Crucial to such a regime is the belief in individual opportunity and rewards base...

Civic competences are generally seen as critical for democracy and social cohesion. Equally widespread is the assumption that schools have an important role to play in fostering these competences. The Council of Europe (2011a) for instance believes that Education plays an essential role in the promotion of the core values of the Council of Europe:...

Although the literature on political socialisation is vast, there are only a few studies examining the role of education in mitigating or exacerbating inequalities of civic engagement. This is a surprising omission as there is growing acknowledgement that disparities of participation and democratic values are at least as harmful for democracy as lo...

All the contributions in the second part of this book comparatively analysed national education systems to explore the links between education and social cohesion. These contributions proceeded from the assumption that such systems show sufficient variation to make a comparative analysis worthwhile. In view of the influential idea that such an anal...

Some scholars argue that education systems across the western world are becoming increasingly similar due to the influence of transnational discourses and organizations. Others believe that education is the panacea for all problems of social cohesion. After all, aren't the well-educated usually more tolerant, civically engaged and trusting than the...

In this article we revisit and re‐analyse data from the 1999 IEA CIVED transnational study to examine the factors associated with the ways in which young people learn positive attitudes towards participation in, and knowledge and skills about democracy. Less formal learning, wherever it takes place, has recently been conceptualised as a process of...

This report provides a detailed investigation of participatory forms of citizenship across the 27 member states of the European Union (EU) covering policy, practice and engagement

The aim of this paper is to test the connections between the indicators used in the literature on social cohesion, which usually reflect ‘general’ values or behaviours, and indicators specific to a particular space, namely the labour market. A key question is the stability of the social cohesion’s indicators when moving from a societal level to the...

https://ec.europa.eu/citizenship/pdf/report2_analytic_report.pdf

The belief is widespread in educational circles that ethnically mixed schools contribute to inter-ethnic tolerance and community cohesion. Some political science studies, however, have found that trust and participation are lower in ethnically diverse neighbourhoods. This paper explores the relation between classroom ethno-racial diversity, ethnic...

This article investigates whether civic competences among youngsters are linked to the social and ethnic composition of classrooms and whether these links are influenced by the system of ability grouping. Use is made of the IEA Civic Education Study to investigate these relationships. The article finds that inequalities of civic competences across...

Unlike most studies on social cohesion, this study explores the concept as a real-life macro-level phenomenon. It assesses to what extent the conceptions of social cohesion suggested by several macro-level approaches represent coherent empirically observable forms of social cohesion. Additionally it discusses two perspectives on social cohesion—the...

The literature on political socialization has overlooked the influence of system characteristics of schooling on civic values and youth political identities. This article addresses that gap by investigating the degree to which system differentiation relates to the values of ethnic tolerance and patriotism. We distinguish between pedagogical differe...

Social theorists frequently argue that social cohesion is under threat in developed societies from the multiple pressures of globalisation. This article seeks to test this hypothesis through examining the trends across countries and regions in key indicators of social cohesion, including social and political trust, tolerance and perceptions of conf...

Social theorists frequently argue that social cohesion is under threat in developed societies from the multiple pressures of globalisation. This article seeks to test this hypothesis through examining the trends across countries and regions in key indicators of social cohesion, including social and political trust, tolerance and perceptions of conf...

This final chapter examines, comparatively, the trends in key aspects of social cohesion, and how these have been affected by the global economic crisis.20 We explore a number of questions. How robust is social cohesion in different societies at the beginning of the twenty-first century, in the midst of the greatest economic crisis since the 1930s?...

As suggested above, definitions of social cohesion in current research and policy literature are frequently additive in nature. That is to say they invoke a number of societal characteristics which are taken to be constitutive of a cohesive society. These generally include characteristics which relate to social attitudes and behaviours, but they ca...

We can now begin to specify more precisely the components of different contemporary regimes of social cohesion.6 We do this firstly through a qualitative analysis of the institutions and social attributes that are found in various literatures to be relevant to the production and maintenance of social cohesion in different forms in different countri...

Contemporary writing on social cohesion - both from policy-makers and academics - suffers from a considerable intellectual amnesia. Mention is rarely made of the historical precursors of modern concepts of social cohesion, except in the occasional passing reference to the works of Durkheim, and it would be easy to conclude from reading these accoun...

We draw from a rich variety of data sources to explore whether the putative regimes derived from existing theory can be substantiated by statistical analysis of the social characteristics of contemporary societies.12 Some of these represent collections of robust administrative data on topics such as income inequality, crime, and social expenditure...

This chapter uses WVS data to test the four perspectives on value diversity that are outlined below.15 Our starting point is the surprisingly high level of value diversity in the social market and transition groups of countries by comparison to the liberal states (see Chapter 5). Current theory on cultural continuities is unable to account for this...

It is one thing to identify different intellectual traditions of social cohesion, as we have attempted to do above. But to identify ‘regimes of social cohesion’ is a more difficult task. To begin with, the term regime implies more than a body of ideas. It also connotes a structure of rules and regulations that must be underpinned by particular inst...

This article explores the empirical support for the two rival perspectives of diversity and postmaterialism, each of which predicts different patterns and trends of social solidarity in the Western world. The diversity perspective holds that ethnocultural heterogeneity undermines social solidarity, and consequently expects social solidarity to be w...

Incl. abstract and bibl. references Since the racial disturbances in the Northern English towns of Bradford, Oldham and Burnley, the belief has gained strength in educational circles that ethnically mixed schools contribute to inter-community trust and social cohesion. Several recent studies from the field of political science, however, have found...

Incl. bibl., index.

This article examines the relation between socio-economic inequality and disparities of democratic values in Western societies. It discusses three perspectives on democratic attitudes and values - rising inequality, social capital, and postmaterialism - and explores to what extent cross-national patterns and trends in value disparities are in agree...

This article examines how consecutive governments in Ukraine have reconciled the different demands that nation-building, democratization and globalization pose on the national education system. It argues that nation-building conflicts with democratization and with globalization and engages in a review of Ukraine's educational policies from Perestro...

This paper compares the civic attitudes of migrant and native youth in five West European countries, and explores the effect of citizenship education on the civic orientations of migrant children. Use is made of data from the IEA Civic Education survey. This survey involved a large study among 14-year-olds in 28 countries. The paper finds that migr...

This paper examines the discourses framing citizenship education in Ukraine and Russia from perestroika to the present and assesses the role of the Council of Europe in promoting democratic citizenship in both countries. We argue that there is a tension between the discourses of active citizenship, strongly disseminated by international agencies (t...

This paper examines portrayals of Russia and the Russians in two generations of Ukrainian history textbooks. It observes that the textbooks are highly condemning of Ukraine's main ethnic other in the guise of foreign ruler: the tsarist authorities and the Soviet regime are always attributed dubious and malicious intentions even if there is apprecia...