More and more programs of citizenship education in Germany tend to advance democratic citizenship through social learning in communities. Aiming at getting young people involved in politics and at teaching them how to participate, a strong emphasis is put on social engagement.
A qualitative analysis of selected German social learning programs shows that it is not given that students independently evaluate the political contexts of social conflicts. Nevertheless these programs, which try to encourage democratic citizenship, are more characterized by behavioral goals and the aspiration to attain a pro-social attitude change than by aiming at democratic behavior. Personal responsibility seems to be more important than critical analysis and truly political participation (Westheimer). This paper attempts to shed light on key structural shortcomings and problems that are the origin of young peoples’ apolitical perceptions of community work and common practices of service learning.
