Not long after the ACC project’s kick-off meeting last November, we at team UCA were greeted by the news that our city would be holding the first provincial Meeting of Local Councils of Children and Adolescents.

Councils of this type are becoming de rigueur in Spain, as mandated by the final provision of the Organic Law on Comprehensive Protection of Children and Adolescents against Violence (2021). The Ministry of Social Rights’s website reads,

The rights of children and adolescents, and specifically, the right to effective participation of children and adolescents as full citizens, is a priority for the Government of Spain. The demand, and the previous work to create a consultative body for participation at the state level, had existed for some time in line with the recommendations of the United Nations Committee on the Rights of the Child or the European guidelines aimed at training girls and children to exercise active citizenship as full members of democratic societies.

It is heartening to see there exists a serious political commitment to encourage the younger generation to have an active role in decision-making processes related to their future.

Education likewise holds a pivotal role in shaping social changes, fostering democratic values, and empowering voices of our youth.

However, the question arises: are our classrooms reflective of these values? An examination of the Spanish secondary education curriculum, particularly its approach to citizenship and the imparting of democratic values, reveals potential flaws and areas of improvement.

Spanish secondary education includes citizenship as an essential part of the curriculum, aiming to equip students with fundamental knowledge about democracy, human rights, and civic values. However, the effectiveness of this curriculum is called into question when looking at the dynamics within classrooms, where, quite often, only a small percentage of students —usually males— dominate debates. This pattern mirrors larger societal norms, where males have been conditioned to lead conversations, and shows that we must go beyond the set curriculum to ensure equal dialogue opportunities for all genders.

Teachers play a crucial role in shaping these classroom dynamics. They need to be trained in designing debates that facilitate a healthy exchange of ideas from all students. It is about creating a fine balance between free speech and controlled debate, promoting respect and tolerance in an inclusive environment. Encouraging guidelines, ensuring gender-neutral language, and setting ethical debate rules can create inclusive spaces, strengthening democratic values through practical on-ground experiences.

Moreover, the role of civic education should not be confined to merely theoretical knowledge. Democratic practices, when included in the classroom activities, empower students to navigate their civic roles more effectively. This could mean anything from defining clear debate rules to the outlining of democratic decision-making processes within classroom activities. Learning by doing will ensure a comprehensive understanding of democratic values.

The inclusion of such practices however, is not without challenges, as is evident from the gender inequality that persists not only among students but among teachers as well. Noted educator María Cañete points out the extent of male domination: “Male voices manage to populate an arena where, as workers, they’re in minority.” Addressing such biases requires redefining the status quo through continuous education and advocacy.

Teaching citizenship and democratic values is much more than just imparting knowledge; it is about leading by example, demonstrating how democratic principles extend to every facet of our interactions, especially in the way we conduct debates and how participation is encouraged in classroom settings. 

Transforming our educational ethos to one that actively promotes democratic values is a long-term commitment. There is a need for continuous efforts —redesigning curriculum, redefining classroom dynamics, and reshaping societal norms— to nurture an environment conducive to democracy. Teaching students about democracy is not enough; they must also experience, practice and understand it, to prepare them for the democratic world in which we live. These students, thus educated and experienced, have the potential to form the cornerstone of an empathetic, equal, and just society in the future.

We are confident that this project will contribute significant work towards this goal.