Analysis and interpretation of models of citizenship, identities and participation in state legislation on education for citizenship and human rights in primary education

Abstract

The exercise of citizenship is one of the fundamental indicators denoting the quality of our democracies. At present, the great majority of citizens do not hesitate to accept that democracy is the best political form of organization. But even though democratic political models prevail, certain formative lacks remain. This is one of the reasons why the subject of Education for Citizenship was implemented in the Spanish curriculum. One of the school’s social functions, and of the State’s educational aims, is that of transmitting a series of democratic values with the goal of achieving “social cohesionâ€. These principles are common to any type of citizenship. This article analyses from an interpretative and critical perspective what models of citizenship, identities and political culture are reflected in the current legislation, namely, the Organic Law on Education, and in the Royal Decree and Order which develop this subject in primary Education.