Citizenship Education and the Curriculum by David Scott & Helen Lawson (Editors)

By David Scott & Helen Lawson (Editors)

Citizenship schooling is a present hindrance of policymakers in a number of components of the area. Debates specialize in glossy notions of citizenship, and the necessity for citizenship schooling in a speedily altering international. This want for citizenship schooling and corresponding definitions have replaced through the years, yet a chronic attribute would appear to be a terror of indoctrination and an absence of a coherent imaginative and prescient due partially to the proposal of citizenship being a contested inspiration. various notions of citizenship in flip underpin assorted theories of citizenship schooling, and a few commentators have tested its position and motive at a number of time cut-off dates and pointed out perfect different types of pedagogy, values, abilities, curricular content material, and assessment.Contributors handle the subsequent matters: universality and equivalent chance, social literacy and citizenship, citizenship schooling and curriculum, race, diversified citizenship styles in civic schooling, overview, cultivating recognize in human family members, and international citizenship schooling. Adopting a comparative technique discussing citizenship schooling in New Zealand, England, Iceland, Israel, eire, and Europe, the e-book provides a number of debates and develops new frameworks for realizing the problems.

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Extra resources for Citizenship Education and the Curriculum

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2001. Social Literacy, Citizenship Education and the National Curriculum . London: RoutledgeFalmer. Arthur, J. and Wright, D. 2001. Teaching Citizenship in the Secondary School. London: David Fulton. Bentley, T. 1998. Learning Beyond the Classroom: Education for a Changing World. London: DEMOS/Routledge. Community Service Volunteers. 2000. Discovering Citizenship through Active Learning in the Community: A Teaching Toolkit . London: Community Service Volunteers. Department for Education and Employment.

A difficulty for schools lies in the fact that these beliefs and values may be markedly different from, or in direct opposition to, a child’s primary socialization. , 42). A limited model of citizenship education like the one presented in the revised National Curriculum will be insufficient to develop pupils’ social literacy fully. ” While it is possible to accept the idea that an act of citizenship is always bounded by an interrelationship of self and other, Bentley’s everyday use of the phrase “the practice of citizenship” ignores the fact that there are many versions of citizenship.

Such an approach would involve a customization of school practices—curriculum, assessment, pedagogy, and governance—in accord with minority group values and attitudes to avoid marginalization and ensure a commitment to diversity. Such a process could be institutionalized by requiring schools to negotiate forms of differentiated provision and assessment with each minority group represented in its population. Only if such structures of learning, assessment, pedagogy and governance are seen to be fair by the different groups involved can the marginalizing effects of “neutralism” be avoided.

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