Education for Democratic Citizenship: a review of research, policy and practice 1995-2005

This paper provides a synthesis of the scholarly literature on education for democratic citizenship (EDC) in the school sector in England since 1995. Following the publication of the Crick Report (QCA, 1998), citizenship education was introduced to secondary schools in 2002 as a statutory subject. Primary schools are also required to show, through inspection, how they are preparing learners for citizenship. The implementation of citizenship as a national curriculum subject in England is taking place during a period of constitutional reform and was the most significant innovation of curriculum 2000. Recent parallel initiatives in EDC are taking place elsewhere in the UK, in Europe and internationally. In both established democracies and newlyestablished democratic states, such as those of Eastern and Central Europe and Latin America, there is a recognition that democracy is essentially fragile and that it depends on the active engagement of citizens, not just in voting, but in developing and participating in sustainable and cohesive communities. The paper examines the role of EDC in responding to these political challenges, setting national policy developments in both European and international contexts and exploring the growing international consensus on human rights as the underpinning principles of EDC. It identifies some key themes within the research, such as diversity and unity; global and cosmopolitan citizenship; children as citizens; democratic schooling; students’ understandings of citizenship and democracy; the complementary roles of schools and communities; European citizenship; and the practicalities of implementing EDC at school level. It identifies some gaps in the research literature and concludes by proposing an on-going agenda for research

Violence in schools and representations of young people: a critique of government policies in France and England

This paper examines media discourses in France and in Britain relating to young people, violence and disaffection in schools, setting these within the framework of the UN Convention on the Rights of the Child, which emphasises young people's participation rights. It analyses policy initiatives developed since 1997 in each country to address concerns about young people, disaffection and violence, examining these in the light of research evidence. It considers how public policies are variously shaped by research findings and by media representations. In France, attempts to reduce violence in schools have been accompanied by recognition that schools structurally produce disaffection and violence. In England there has been a shift in policy discourses. In 1997 the primary emphasis was social inclusion, but greater weight has since been given to the need to combat crime. (Male) youth disaffection is linked to crime. Policies addressing standards and achievement have been prioritised over policies to combat social exclusion. In both countries researchers and the media give particular attention to urban communities where minority ethnic communities live. Individual schools are labelled as failing and large numbers of young people are excluded or marginalised. In both countries minority ethnic students are over-represented among those formally excluded from mainstream education and in the least popular, most stigmatised, schools and classes. Violence and disadvantage are effectively institutionalised. Discourses in each country are racialised and disaffection is associated with minorities. Yet both countries offer universalist rather than targeted policy responses. Opportunities for student participation in school decision-making are limited. © Taylor & Francis Group Ltd

Education for global citizenship

Cosmopolitan Citizenship is described as a concept of Global learning based on international agreements of UNESCO and the Council of Europe. To live in a global world people would need – besides basic education – different social skills as competencies of political literacy. (DIPF/Orig.)[In diesem Beitrag wird] Cosmopolitan Citizenship als eine Konzeption Globalen Lernens auf der Grundlage internationaler Vereinbarungen (UNESCO und Council of Europe) vorgestellt. Um in einer globalisierten Welt zu leben und zu handeln, bräuchten Menschen neben einer Grundbildung verschiedene social skills als Kompetenzen einer political literacy. (DIPF/Orig.

Estudio Acerca de los Avances en Educación Cívica en los Sistemas Educativos: Prácticas de Calidad en Países Industrializados

Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la VII Reunión Hemisférica celebrada los días 17 y 18 de febrero de 2005. El objetivo de este estudio es ofrecer una perspectiva general detallada del progreso hecho por los países industrializados en el área de educación cívica basada en la escuela, que identifica las lecciones aprendidas y las prácticas efectivas que pudiesen ser aplicadas en el contexto de Latinoamérica y el Caribe

Bringing human rights back home: learning from “Superman” and addressing political issues at school

Human rights are commonly conceived as more relevant to foreign policy than day-to-day living. Drawing on Eleanor Roosevelt’s conception of human rights as beginning close to home, this article illustrates how human rights principles might inform everyday processes of schooling and learning to live together. It considers rights to, in and through education, exploring ways in which Banks et al.’s (2005) assertion that human rights should underpin citizenship education might be applied by social studies teachers. The article illustrates how a human rights framework permits a critical examination of politically or socially sensitive issues, close to home. Using the 2010 documentary film 'Waiting for “Superman”' as a starting point, it suggests ways in which teachers can work with students to reflect on the processes and politics of education to examine and enable ways for schooling to become available, accessible, acceptable and adaptable to all, in line with internationally agreed standards