TY  - JOUR
N2  - While it is clear that all educational undertakings consist of ends and means, the relationship between the two is far from straightforward. This article proposes a framework for understanding the relationship in the context of citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil: the schools of the Landless Movement, the Plural School framework in the city of Belo Horizonte, and the Voter of the Future programme, run by the Electoral Tribunals. Case studies were carried out of each, involving documentary analysis, interviews and observations. Analysis of the relationship between ends and means in each case gave rise to two key frames: the first, ?proximity?, refers to the extent to which ends and means are separate or unified; the second, ?rationale?, refers to the grounds on which means are chosen. Finally, the implications of this framework for understanding curriculum are drawn out.
VL  - 41
SN  - 0022-0272
N1  - This article proposes a framework for understanding the relationship between ends and means in citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil, giving rise to two analytical frames: the first, 'proximity', refers to the extent to which ends and means are separate or unified; the second, 'rationale', refers to the grounds on which means are chosen. This is an electronic version of an article published in McCowan, Tristan (2009) Towards an understanding of the means-ends relationship in citizenship education. Journal of Curriculum Studies, 41 (3). pp. 321-342. Journal of Curriculum Studies is available online at: http://dx.doi.org/10.1080/00220270701810569
ID  - discovery10002530
AV  - public
JF  - Journal of Curriculum Studies
EP  - 342
UR  - https://discovery.ucl.ac.uk/id/eprint/10002530/
SP  - 321
KW  - Citizenship
TI  - Towards an understanding of the means-ends relationship in citizenship education
IS  - 3
A1  - McCowan, Tristan
Y1  - 2009/05//
ER  -