Koller, Daniela Andrea (2017). Politische Partizipation und politische Bildung in der Schweiz. Eine empirische Untersuchung des Partizipationsverhaltens junger Erwachsener in der Schweiz. (Thesis). Universität Bern, Bern
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Abstract
In recent years, the subject of supposed political fatigue and disenchantment of Swiss voters is repeatedly raised in the run-up to and following national, cantonal and local elections and votes. The youngest generation, in particular, is thought to be especially disinterested in politics and political engagement. The media and politicians identify the main reasons for this phenomenon as a lack of interest in politics and the reputedly deficient political education during compulsory education. Various studies about election and voting behavior have shown the comparatively low political participation of young adults in Switzerland. However, there are few studies that, on the one hand, focus on a broader range of forms of political engagement beyond institutionalized activities – such as demonstrations, online participation and political consumerism – and on the other hand, focus on the reasons why some young adults show interest in politics and elections, and others do not. Most notably, the effect of political education as taught in school was rarely included in such research. In my dissertation, I will focus on these questions with the goal of presenting a broad picture of how and why young citizens in Switzerland engage in politics and which role political education plays therein, therefore filling some of the gaps in the existing research. The principal research model is based upon Verba et al.’s resource model (1995, 2001), which assumes that individual behavior – in this case, political participation – is affected by various individual and contextual resources. Individual resources include: socio-demographic and socioeconomic determinants such as social and political capital; civic skills; influencing factors such as political interest, efficacy and identification with political parties; the political interest of one’s social environment; and select values. At the contextual level, political education according to the school curricula, and the political system of the canton of residence are taken into account. The analysis builds upon a survey that was conducted in over 250 classes in high schools and vocational training schools in 2013, as well as the author’s analysis of the respective curricula of these schools. The latter analysis provides insight for the first-time into whether and how political education is taught at this educational level. The results confirm that, on the one hand, individual preconditions as well as political engagement of one’s social environment play an important role regarding if and whether young citizens are politically active. On the other hand, the analysis of the curricula points to a very heterogeneous picture. Some curricula include many different political topics and skills, whereas other curricula provide only limited references to content and competences that should be passed on to students during classes.
| Item Type: | Thesis |
|---|---|
| Dissertation Type: | Single |
| Date of Defense: | 2017 |
| Additional Information: | e-Dissertation (edbe) |
| Subjects: | 300 Social sciences, sociology & anthropology > 320 Political science |
| Institute / Center: | 03 Faculty of Business, Economics and Social Sciences > Social Sciences > Institute of Political Science |
| Depositing User: | Admin importFromBoris |
| Date Deposited: | 25 Jan 2019 12:57 |
| Last Modified: | 04 Feb 2019 08:18 |
| URI: | https://boristheses.unibe.ch/id/eprint/845 |
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