Citizenship in the Elementary Classroom Through the Lens of Peer Relations

Abstract

We explored the potential of using a peer relations approach for researching children’s citizenship in elementary classrooms. Children express or enact citizenship through their behavior toward classmates and the relationships they engage in (i.e., lived citizenship). These behaviors and relationships can be more or less in line with goals for citizenship education. We propose that, through peer relations methodology, these behaviors and relationships can be assessed systematically. In addition, some of the widely researched behaviors and relationships in peer relations research already closely align with goals for citizenship education. With this theoretical and methodological argument, we consider recent publications on classroom behaviors (i.e., prosocial behavior and aggression) and relationships (i.e., positive and negative affect) and their meaning for exemplary goals for citizenship education (i.e., solidarity, peace, and social cohesion). We show how individual children and classroom peer groups differ in these regards and thus in their citizenship and how these differences can be stratified by gender, ethnic background, and socioeconomic status. Specific attention is paid to the role of teachers, as organizers of the social structures in their classrooms and as educators who can promote citizenship. Finally, we propose new ways for using peer reports to study citizenship in elementary classrooms more directly and to discover potential avenues for teachers to foster citizenship through peer relations.