Improving Schools for Societal Outcomes Safe Environments for Children through fostering Democratic Citizenship: Is there a role for School Inspectors? Prof.dr. Micha de Winter

issues: Upbringing became behaviour modification Dominance of the ‘at-risk’ model Neglecting social networks and civil society: It takes a village to raise a child Focus on ‘ideals’ f.e. education and democratic citizenship, humanity, social inclusion etc. anti-extremism education

Top Ten Positive Development (NJI, 2013) 1. Social Connections 2. Opportunities for social involvement and participation 3. Prosocial norms & values 4. Recognizing positive behaviour 5. Social support 6. Constructive spending of leasure time 7. Competence 8. Cognitive skills 9. Schoolmotivation 10. Positive identity  

Raising children means struggle! (Langeveld) Freedom vs. Restraint Cultural Renewal vs. Cultural Conservation Here and Now vs. Future Orientation Raising children has become a private enterprise, which often is too complicated We prefer to problematize and to label in stead of struggle & conflict

THE ROLE OF SOCIAL NETWORKS Social support is a crucial ‘protective factor’ in childrearing and development A lack of social support is a strong risk-factor for the emergence of developmental problems Such social capital has two educative effects: Foundation for wellbeing, development, health Protective shell against risk-factors

EDUCATIVE CIVIL SOCIETY: Citizens in a well-functioning ECS there are prepared to share the responsibilities for the upbringing of children. Associated Citizenship can be an alternative for interference of state and market in socialization (Ph. Blond, 2010). The Right to Challenge! Giving children, young people and parents a voice promotes active social involvement and democratic participation.

Examples Positive and mutual relationships between parents and schools (‘parental involvement’) promote educational outcomes and social opportunities Communication among parents (and other ‘educators’) promotes a coherent childrearing-climate and in neighbourhoods. Strong social networks are related to less child-abuse, juvenile delinquency, antisocial behaviour etc. Intergenerational contacts promote social safety and reduce youth nuisance

Education for Democratic & Inclusive citizenship Just underneath the surface Us-them thinking Moral and social exclusion Dehumanisation Unless we teach children the opposite: Learning to see similarities Being different does not have to mean exclusion Learning to recognise humanity in others Through: Role models; modelling Rights Respecting Schools Peaceful Schools and Neighbourhoods, etc.

Utrecht Peaceful Neighborhood Initiative Peaceful Schools Mediation Democratic Citizenship Classroom meetings Service-learning Dealing with diversity Successfull in schools But: Program is extended to neighborhood, parent-involvement & ownership, etc.

Two necessary types of social capital BONDING Aimed at own group Important for internal cohesion and shared responsibility for socialzation Helps to emancipate and to empower groups BRIDGING Aimed at others (people that are different) Important for social cohesion and intergroup relations in society Promotes inclusive citizenship

(borrowed from presentation of colleague Anne Bert Dijkstra) Social outcomes of schools: Social and civic competences of students ‘Social quality’ of schools: Those aspects of school quality that are primarily relevant to obtaining social and civic competences My Addition: Societal quality of Schools: Those aspects of school quality that are relevant to strengthening socialization networks and thus contribute to civil society & democracy SICI Conference Social outcomes of education