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Historians largely agree that the social-liberal reforms in the Federal Republic of Germany constituted a major contribution to transforming the country into a more participatory democracy around 1970. Responding to the demands of protesting youth, so this narrative goes, the coalition between the Social Democratic Party and the Free Democratic Party engaged in a flurry of reforms all aimed at equalizing access to an active and engaged democratic citizenship. By taking a closer look at how these social-liberal reformers addressed young people through school reforms, this article instead emphasizes the paradoxical legacy of these reforms, which has thus far been neglected in the historiography. This article thus probes the connection among the federal, regional and local initiatives to use schools to engage young people in the democratic process, with a particular focus on the markedly different reforms in the West German state of North Rhine Westphalia (NRW) and in West Berlin. Through these reforms, policymakers and experts not only attempted to offer youth more opportunities for active participation, but also to control carefully how they made use of their citizenship. Moreover, these educational reforms exposed the fissures inherent in a class-based and multi-ethnic West German democracy. Although social-liberal reformers intended to equalize access to democratic citizenship, they nonetheless also reified cultural and political hierarchies between the middle and lower classes, as well as between ethnic Germans and immigrant children. Ultimately, these endeavours shaped West German democracy largely through their unintended consequences. While in NRW, these reforms contributed to the rise of a liberal-conservative opposition, in West Berlin, these policies gave rise to a Left-alternative movement that each defined democratic citizenship in their own ways.

Paradoxes of democratization: social-liberal reformism, education and citizenship in West Germany after 1968