Starkey, Hugh;
Osler, Audrey;
(2006)
Education for Democratic Citizenship: a review of research, policy and practice 1995-2005.
Research Papers in Education
, 21
(4)
pp. 433-466.
Preview |
PDF (Starkey_2006BERAreview433.pdf)
Starkey_2006BERAreview433.pdf - Other Download (300kB) | Preview |
Abstract
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.
| Type: | Article |
|---|---|
| Title: | Education for Democratic Citizenship: a review of research, policy and practice 1995-2005 |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This major critical literature review was awarded to the authors in the BERA academic review competition for 2006. The report was intially published on the BERA website http://www.bera.ac.uk/publications/acreviews.php It is the first BERA academic review to be published in a refereed academic journal. It was extensively drawn on in the DfES Diversity and Citizenship in the Curriculum Research Review (RR819) that informed the DfES Curriculum Review of Diversity and Citizenship. This is an electronic version of an article published in Starkey, Hugh and Osler, Audrey (2006) Education for Democratic Citizenship: a review of research, policy and practice 1995-2005. Research Papers in Education, 21 (4). pp. 433-466. Research Papers in Education is available online at: http://dx.doi.org/10.1080/02671520600942438 |
| Keywords: | Citizenship , Social inclusion , globalization , democratic schooling , diversity , human rights , children’s rights , Europe |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004698 |
Archive Staff Only
 |
View Item |
