Teaching Civic Education in a Migrating Global Community: How Can Students with a Migration Background Contribute to Didactics and Civic Education Theory?
Purpose: The article enquires about how young migrants perceive and evaluate civic education in school and what expectations they have of the subject.
Method: The article is based on a qualitative-oriented research work based on the Grounded Theory; surveys were made by interviews with students.
Findings: The article emphasises that educational theorists can learn something from young migrants about the content and construction of civic education in a migrating Global Community.
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