Open classroom in a closed society: Effects of patriotism and ideological diversity in the Russian school

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DOI:

https://doi.org/10.11576/jsse-6431

Keywords:

open classroom climate, political attitudes, patriotism, polarisation, secondary students

Abstract

Purpose: This study investigates the relationship between political discussions and ideological composition in the classroom.

Design: The effects of class patriotism and within–class differences in it are analysed using the Russian data from the International Civic and Citizenship Education Study.

Findings: Students in more patriotic and like–minded classes perceive the classroom climate as more open, but it does not change its effect on knowledge. There is a negative relationship between ideological diversity and civic knowledge. These effects in Russia are neither unique nor the strongest among the ICCS participants. The reality of an open classroom might be far from the idealised notion of balanced deliberation, and its diversity remains a challenge rather than an opportunity.

Research limitations and implications: The study makes no claims about the directionality of the relationships due to their correlational nature. More research is needed on the quality of reasoning in social studies classrooms in times of polarisation and political turmoil.

Author Biography

Evgenia Efimova, Uppsala University, Department of Education

is a PhD student at the Department of Education, Uppsala university. Her research interests belong to the field of social sciences education and civic education. Her dissertation project deals with controversial issues discussions, polarisation, and students’ political identity development.

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Further information

Published

2024-03-26

How to Cite

Efimova, E. (2024). Open classroom in a closed society: Effects of patriotism and ideological diversity in the Russian school. JSSE - Journal of Social Science Education, 23(1). https://doi.org/10.11576/jsse-6431

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