Exploring the implementation gap in citizenship education: An analysis of policy processes from a post-colonial perspective
DOI:
https://doi.org/10.11576/jsse-6984Keywords:
implementation gap, citizenship education, policy processes, post-colonial perspective, BrazilAbstract
Highlights:
- Brazilian case study analyses the implementation gap in Citizenship Education Policies (CEP)
- A post-colonial perspective is employed to overcome Western democratic ideals in CEP
- Five key policy processes are examined as factors influencing the implementation gap in CEP
- A clear citizenship concept and modelling learning activities contribute to reducing the gap
- Challenges include top-down approaches, external disincentives, and policy misinterpretations
Purpose: This paper explores the implementation gap in CEP using a post-colonial perspective, focusing on a case study in Brazil.
Methodological approach: By employing a qualitative case study approach, semi-structured interviews with frontline educators are applied. Responses were analysed using content analysis with a descriptive design.
Findings: Five key policy processes are identified, yet two – a clear citizenship concept and modelling learning activities – largely contribute to reducing the gap. The remaining three processes – citizenship education as a cross-curricular subject, professional development, and pedagogical resource accessibility – can affect the gap. However, these three can be hindered due to disincentives to implement and other challenges that arise at the frontline level.
Research limitations: The case study may not be generalisable due to the evidence available and considering the regional context.
Practical implications: Insights from the study can aid in developing more inclusive and effective CEP, particularly in post-colonial settings.
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