Citizenship education
Citizenship education

Author: Great Britain: Parliament: House of Commons: Education and Skills Committee

Publisher: The Stationery Office

Published: 2007-03-08

Total Pages: 368

ISBN-13: 0215032780

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In light of the recommendations of the Crick report on citizenship education ('Education for citizenship and the teaching of democracy' which can be downloaded at http://www.qca.org.uk/downloads/6123_crick_report_1998.pdf) published in September 1998, the subject was introduced into the school curriculum in 2002, on a compulsory basis for secondary schools and as part of the non-statutory framework for primary schools. The Committee's report assesses the progress made during the last four years to deliver quality citizenship programmes and examines the barriers that exist to its successful implementation. It finds that, when well done, citizenship education motivates and inspires young people, but the quality and extent of these programmes are still inconsistent across the country. This patchiness needs to be tackled head-on, and progress accelerated, requiring strong support from the DfES and Ministers as well as action from those on the ground. The Committee welcomes the Government's decision to accept the recommendations of the report by Sir Keith Ajegbo which highlighted the need for citizenship curriculum to have a closer focus on issues of identity, diversity and belonging. More can be done to disseminate between settings good practice information about approaches that are working in other institutions, particularly in relation to 'whole-school' (or college) approaches that develop opportunities for active citizenship, although it is essential that programmes are locally-owned and relevant to the particular context. The development of the workforce is also important to the success of citizenship education, and although the expansion of the Continuing Professional Development (CPD) citizenship certificate programme is welcome, more resources are needed to develop capacity in initial teacher training places for citizenship education.

A History of Education for Citizenship
A History of Education for Citizenship

Author: Derek Heater

Publisher: Routledge

Published: 2003-10-23

Total Pages: 264

ISBN-13: 1134407300

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In this unique examination of education for citizenship, Derek Heater covers two and a half millennia of history encompassing every continent. Education for citizenship is considered from its classical origins through to ideas of world citizenship and multiculturalism which are relevant today. The book reveals the constants of motives, policies, recommendations and practices in this field and the variables determined by political, social and economic circumstances, which in turn illustrate the reasons behind education for citizenship today. Sections covered include: * Classical origins * The age of rebellions and revolutions * Education for liberal democracy * Totalitarianism and transitions * Multiple citizenship education. A History of Education for Citizenship will be of interest to teachers and students of citizenship, particularly those concerned with citizenship education. It will also be of interest to those working in the field of politics of education and history of education.

If Your Back's Not Bent
If Your Back's Not Bent

Author: Dorothy F. Cotton

Publisher: Simon and Schuster

Published: 2012

Total Pages: 352

ISBN-13: 0743296842

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Director of the Citizenship Education Program, Dorothy Cotton, recounts the accomplishments of the program and her experiences in the civil rights movement.

Faith in Schools?
Faith in Schools?

Author: Ian MacMullen

Publisher: Princeton University Press

Published: 2016-05-31

Total Pages: 241

ISBN-13: 0691171386

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Should a liberal democratic state permit religious schools? Should it fund them? What principles should govern these decisions in a society marked by religious and cultural pluralism? In Faith in Schools?, Ian MacMullen tackles these important questions through both political and educational theory, and he reaches some surprising and provocative conclusions. MacMullen argues that parents' desires to educate their children "in the faith" must not be allowed to deny children the opportunity for ongoing rational reflection about their values. Government should safeguard children's interests in developing as autonomous persons as well as society's interest in the education of an emerging generation of citizens. But, he writes, liberal theory does not support a strict separation of church and state in education policy. MacMullen proposes criteria to distinguish religious schools that satisfy legitimate public interests from those that do not. And he argues forcefully that governments should fund every type of school that they permit, rather than favoring upper-income parents by allowing them to buy their way out of the requirements deemed suitable for children educated at public expense. Drawing on psychological research, he proposes public funding of a broad range of religious primary schools, because they can help lay the foundations for young children's future autonomy. In secondary education, by contrast, even private religious schools ought to be obliged to provide robust exposure to the ideas of other religions, to atheism, and to nonreligious approaches to ethics.

America
America

Author:

Publisher:

Published: 1923

Total Pages: 650

ISBN-13:

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"The Jesuit review of faith and culture," Nov. 13, 2017-

Educating Citizens
Educating Citizens

Author: Patrick J. Wolf

Publisher: Brookings Institution Press

Published: 2004

Total Pages: 428

ISBN-13: 9780815795162

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The United States is in the midst of historic experiments with publicly funded choice in K-12 education, experiments that recently received a "green light" from the Supreme Court. Other nations have long experience with the funding and regulation of nonpublic schools, including religious schools. This book asks what U.S. policymakers, public officials, and citizens can learn from these experiences. In particular, how do other countries regulate or structure publicly funded educational choice with an eye toward civic values —looking not only for improvements in test scores, but also in tolerance, civic cohesion, and democratic values such as integration across the lines of class, religion, and race? The experience of Europe and Canada with school choice is both extensive and varied. In England and Wales, public school choice is widespread, as parents play a significant role in selecting the school their children will attend. In the Netherlands and much of Belgium, a majority of students attend religious schools at government expense. In Canada, France, and Germany, state-financed school choice is limited to circumstances that serve particular social and governmental needs. In Italy, school choice has just recently arrived on the policy agenda. In spite of the diversity of national experiences, in all of these countries choice is regulated by the government in significant and varied ways to promote civic values. In several of these countries, school choice policy itself appears to have played an important role in promoting social cohesion and integration. This book presents a wealth of experience designed to aid policymakers and citizens as they consider historic changes in American public education policy.

Christian Citizens
Christian Citizens

Author: Elizabeth L. Jemison

Publisher: UNC Press Books

Published: 2020-10-07

Total Pages: 243

ISBN-13: 1469659700

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With emancipation, a long battle for equal citizenship began. Bringing together the histories of religion, race, and the South, Elizabeth L. Jemison shows how southerners, black and white, drew on biblical narratives as the basis for very different political imaginaries during and after Reconstruction. Focusing on everyday Protestants in the Mississippi River Valley, Jemison scours their biblical thinking and religious attitudes toward race. She argues that the evangelical groups that dominated this portion of the South shaped contesting visions of black and white rights. Black evangelicals saw the argument for their identities as Christians and as fully endowed citizens supported by their readings of both the Bible and U.S. law. The Bible, as they saw it, prohibited racial hierarchy, and Amendments 13, 14, and 15 advanced equal rights. Countering this, white evangelicals continued to emphasize a hierarchical paternalistic order that, shorn of earlier justifications for placing whites in charge of blacks, now fell into the defense of an increasingly violent white supremacist social order. They defined aspects of Christian identity so as to suppress black equality—even praying, as Jemison documents, for wisdom in how to deny voting rights to blacks. This religious culture has played into remarkably long-lasting patterns of inequality and segregation.