Citizenship Education and the Ajegbo Report: Re-Imagining a Cosmopolitan Nation

Autor/in	Osler, Audrey
Titel	Citizenship Education and the Ajegbo Report: Re-Imagining a Cosmopolitan Nation
Quelle	In: London Review of Education, 6 (2008) 1, S.11-25 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Nationalism; Citizenship; Citizenship Education; Cultural Pluralism; Foreign Countries; Research Reports; National Security; Social Justice; Racial Bias; Racial Discrimination; Democratic Values; Politics of Education; Meta Analysis; Curriculum Development; United Kingdom (London) + Suchen Sie Ihr Suchwort? Nationalismus; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Kulturpluralismus; Ausland; Research report; Forschungsbericht; National territory; Security; Staatsgebiet; Sicherheit; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Racial bias; Educational policy; Bildungspolitik; Meta-analysis; Metaanalyse; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Following the 2005 London bombings, there is widespread public debate about diversity, integration, and multiculturalism in Britain, including the role of education in promoting national identity and citizenship. In response to official concerns about terrorism, a review panel was invited to consider how ethnic, religious and cultural diversity might be addressed in the school curriculum for England, specifically through the teaching of modern British social and cultural history and citizenship. The resultant Ajegbo report proposes a new strand on "identity and diversity: living together in the UK", be added to the citizenship education framework. While the report gives impetus to teaching about diversity, it does not strengthen the curriculum framework proposed in the Crick report. It fails to adopt a critical perspective on race or multiculturalism or adequately engage with young people's lived experiences of citizenship within a globalised world. I analyse how the review panel conceptualises identity, democracy and diversity. I then consider its assumptions about racism, human rights, and citizenship education, concluding with reflections on how citizenship education might be developed in the task of re-imagining the nation and meeting the needs of emergent cosmopolitan citizens. (Contains 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10