Citizenship, democracy and education in the UK: towards a common framework for citizenship lessons in the four home nations

Kisby, Ben and Sloam, James (2012) Citizenship, democracy and education in the UK: towards a common framework for citizenship lessons in the four home nations. Parliamentary Affairs, 65 (1). pp. 68-89. ISSN 0031-2290

Documents
Citizenship, democracy and education in the UK: towards a common framework for citizenship lessons in the four home nations
[img]
[Download]
Request a copy
[img] PDF
Parliamentary_Affairs_article_2012.pdf - Whole Document
Restricted to Repository staff only

177kB

Official URL: http://pa.oxfordjournals.org/content/65/1/68.abstr...

Abstract

Citizenship has become a major topic for debate and the subject of public policy in recent years, as academics and policy-makers across the Western world have tried to understand and respond to what is widely seen as a weakening of democracy. In the UK, the increasing alienation of citizens from electoral politics has
manifested itself in a sharp fall in electoral turnout, membership of political parties and levels of public trust in the political class. In this context, citizenship
education provides an opportunity to address the demand-side of political participation by helping a diverse citizenry make sense of a complex political world and
by strengthening democracy through the promotion of active citizenship. This article explores the differences between the approaches to citizenship education that have been adopted in England, Wales, Scotland and Northern Ireland and, in so doing, highlights policy lessons that can be drawn from these varied experiences.
It argues that the evidence suggests a common framework for citizenship education across the four home nations based on four key principles—political literacy, experiential learning, appropriate institutional structures and supplyside measures—would help promote active involvement by citizens in forms of political participation.

Item Type:Article
Additional Information:Citizenship has become a major topic for debate and the subject of public policy in recent years, as academics and policy-makers across the Western world have tried to understand and respond to what is widely seen as a weakening of democracy. In the UK, the increasing alienation of citizens from electoral politics has manifested itself in a sharp fall in electoral turnout, membership of political parties and levels of public trust in the political class. In this context, citizenship education provides an opportunity to address the demand-side of political participation by helping a diverse citizenry make sense of a complex political world and by strengthening democracy through the promotion of active citizenship. This article explores the differences between the approaches to citizenship education that have been adopted in England, Wales, Scotland and Northern Ireland and, in so doing, highlights policy lessons that can be drawn from these varied experiences. It argues that the evidence suggests a common framework for citizenship education across the four home nations based on four key principles—political literacy, experiential learning, appropriate institutional structures and supplyside measures—would help promote active involvement by citizens in forms of political participation.
Keywords:Citizenship, democracy, Education
Subjects:L Social studies > L410 UK Social Policy
L Social studies > L490 Social Policy not elsewhere classified
L Social studies > L400 Social Policy
Divisions:College of Social Science > School of Social & Political Sciences
ID Code:4927
Deposited By: Alison Wilson
Deposited On:28 Feb 2012 08:22
Last Modified:04 Dec 2013 21:27

Repository Staff Only: item control page