This important volume provides a comprehensive study of the concept of democratic citizenship (including its conditions and pre-requisites), which has an established place in higher education courses in politics, social policy, sociology and social philosophy. The contributing political philosophers and educational theorists collectively provide a critical commentary on the assumptions, principles and presuppositions associated with the idea of education for active democratic citizenship. This book presents an invaluable combination of original essays from established authors and previously published seminal articles specially revised for the volume.
Table of Contents
Contents: Introduction and review, Andrew Lockyer; The English citizenship order 1999: context, content and presuppositions, Bernard Crick; Citizenship education: reproductive and remedial, Geraint Parry; Two dilemmas of citizenship education in pluralist societies, Will Kymlicka; Citizenship education: anti-political culture and political education in Britain, Elizabeth Frazer; Aims in citizenship education: responsibility, identity, inclusion, Graham Haydon; Citizenship education and multiculturalism, David Archard; Citizenship education and gender, Madeleine Arnot; The political status of children and young people, Andrew Lockyer; Community, politics and citizenship education, John Annette; Teaching controversial issues in citizenship education, Terence McLaughlin; Developing education for citizenship, Ian Davies; Index.
Andrew Lockyer is a Senior Lecturer in the Department of Politics at Glasgow University and John Annette is Professor of Citizenship and Political Studies at Middlesex University, London. Sir Bernard Crick is Emeritus Professor of Politics and Fellow at Birkbeck College, London and Edinburgh Universities; he is also author of the 'Crick' Reports on Citizenship Education in Schools and the Report on Citizenship Education 16-19; Advisor to the DfES on Citizenship Education; and currently Advisor to the Home Office on Citizenship.
’...this collection of essays, which brings together many of the key thinkers in citizenship education, underlines both the importance and the complexity of introducing citizenship to the school curriculum. It will be of value to both academics and practitioners as the recommendations and aspirations of Sir Bernard Crick's committee are brought to reality. There is much debate between the contributors, but also many shared messages; the most important of which is not simply that citizenship, post Crick, is a new subject but that it is a new type of subject: contested, controversial, empowering and political at heart - a skill for life and a body of knowledge.’ Tony Breslin, Chief Executive, Citizenship Foundation, UK ’...this is a very stimulating collection of essays from which the reader would gain an in-depth understanding of the political and philosophical issues raised by the Crick Report.’ Learning and Teaching in the Social Sciences ’There are some fine contributions in the book...It is a book that should not only be read by British scholars. Au contraire, educators and political scientists from anywhere would find here many insightful ideas, debates, dilemmas and specific issues that they might recognize in similar contexts.’ Citizenship, Social and Economic Education ’All the essays underline the importance and the imperative of introducing [citizenship education] in the school curricula in order to shape the political understanding and interest of the young generation and to have a politically educated society. This volume is of interest for both academics and practitioners...’ Comparative Sociology ’Many of the contributors concur in stressing that a great deal of the responsibility for developing democratic citizenship lies with schools and local authorities and this excellent collection of essays would profitably be read by many who have to discharge that responsibility...It should also be read by students of politics as a way of