Democratic Classroom Discourse and Civic Identity Formation Among Secondary Students
DOI:
https://doi.org/10.5281/zenodo.21074480Keywords:
civic identity formation, democratic classroom discourse, democratic values, open classroom climate, secondary students, social science educationAbstract
This study situated the Social Science classroom as a living space for democratic practice by determining the relationship between democratic classroom discourse and civic identity formation among secondary students. Using a convergent classroom discourse mapping design, the study gathered quantitative data through a validated and reliability-tested survey instrument and supported the findings with classroom observation pattern matching. The instrument measured democratic classroom discourse in terms of student voice and expression, respectful listening and turn-taking, reasoned argumentation, openness to diverse views, and participatory classroom interaction. Civic identity formation was measured in terms of civic belonging, awareness of rights and responsibilities, civic self-efficacy, respect for democratic values, and willingness to participate in school and community life. Findings revealed that democratic classroom discourse was generally high, with respectful listening and turn-taking emerging as the strongest dimension, while participatory classroom interaction required further strengthening. Civic identity formation was also high, with respect for democratic values and awareness of rights and responsibilities rated strongest, although willingness to participate in school and community life remained comparatively lower. Spearman correlation showed a strong positive and significant relationship between democratic classroom discourse and civic identity formation. Canonical correlation further indicated that openness to diverse views, reasoned argumentation, and student voice were the strongest discourse-related contributors to civic identity. Observation results confirmed that democratic practices were evident in classroom exchanges, but deeper reasoning, inclusive participation, student-to-student questioning, and action-oriented civic engagement still needed improvement. The study concluded that democratic classroom discourse meaningfully supported civic identity formation, especially when students were given space to speak, listen, reason, and engage with differing views.
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