THE UNEQUAL PROMISE OF CITIZENSHIP EDUCATION: ACCESS, PARTICIPATION AND OPEN CLASSROOM CLIMATE IN PRIMARY EDUCATION
Citizenship education is often expected to provide all students with equal opportunities to become informed, critical and engaged democratic citizens. Yet students do not have equal access to citizenship learning, nor the same opportunities to participate, be heard or develop citizenship competences. This PhD research examines how inequalities in citizenship education emerge in primary school and how teachers can foster an open classroom climate that supports more equal participation. It focuses on access, participation and recognition in everyday school and classroom practices, with particular attention to students aged 10 to 12 in Brussels primary schools. The study combines a systematic literature review, photo-elicitation interviews with students, and interviews with primary school teachers. The findings show that citizenship education can compensate for, reproduce or even accelerate inequalities, depending on how learning opportunities are organised and experienced. Students encounter institutional, relational and personal barriers that shape whether they feel able to participate and express their views. Teachers play a central role in creating discussion-oriented practices, relational safety and structured opportunities for dialogue. However, open discussions may also privilege students with stronger language skills, confidence or prior knowledge if participation is not carefully scaffolded. The PhD research concludes that citizenship education should be understood as an equality-sensitive and process-oriented practice, in which teachers actively shape the conditions for students to speak, listen, disagree, participate and feel recognised.
