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

The politics of ESOL (English for Speakers of Other Languages) : Implications for citizenship and social justice

A number of countries in Europe, including the UK, have adopted language and citizenship tests or courses as a requirement for granting citizenship to immigrants. To acquire citizenship, immigrants to the UK must pass a test on British society and culture, or demonstrate progress in the English language. For those with an insufficient command of the language, there is the option in the UK of taking an English for speakers of other languages (ESOL) with citizenship course. These language and citizenship tests and courses are seen by governments as a way of encouraging immigrants to develop the competences believed necessary for social integration. Equally, these are seen as a means for immigrants to demonstrate their willingness to integrate. However, two types of criticisms have been made against compulsory tests and language programmes. The first questions the need for these. The second focuses on whether they are a genuine contribution to preparation for citizenship or whether these, in effect, constitute a gatekeeping mechanism, or otherwise lead to social injustice; related to this is the question of whether the emphasis on language as defining of nationhood and citizenship is a move away from multiculturalism towards a policy of assimilation. In addition, there are issues relating to funding. This paper presents the results of a study of a 'skills for life' ESOL course at a community college in London that is specifically intended to help immigrants seeking to qualify for British citizenship. An interview was carried out with staff involved in ESOL at the college, and a focus group discussion was conducted with a student group. The aim of the paper is to provide an account of the experiences of the students in the light of the criticisms that have made against compulsory tests and language programmes. We also examine the impact of policy changes, including funding cuts, on the college and students. Although we found the language and citizenship class to be a positive experience, we note inconsistencies and contradictions in policies and discourses around language. © 2010 Taylor & Francis

Challenges to Global Citizenship Education: nationalism and cosmopolitanism

Global Citizenship Education is a program and a movement promoted by UNESCO and based on commitments to the universal values of the United Nations including peace, human rights, care for heritage and the environment. It embraces the UN’s Sustainable Development Goals and intercultural communication. This agenda appeals to many language teachers whose experience of learning to engage with new cultures and communities encourages them to find common standards and reference points. Language teachers may express aims of opening minds and offering windows to new ways of thinking. However, they may be constrained and challenged by conservative policies such as the neoliberal testing and accountability regimes that favour learning grammar rather than culture and focusing on exam success rather than broadening horizons. A further limitation is inherent in the constitution of UNESCO as an association of nation-states. This encourages a diplomatic view of the world where nationality is salient and perhaps essentialized. This perspective is relayed through many language textbooks and courses. Education for cosmopolitan citizenship recognizes diversity at all levels, local, national and global. It focuses on person-to-person and group-to-group relationships rather than mediating communication through a national or diplomatic lens. This change in perspective is a major challenge to language education as currently practised