Johnson, Laura;
Morris, Paul;
(2010)
Towards a framework for critical citizenship education.
The Curriculum Journal
, 21
(1)
pp. 77-96.
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Abstract
Increasingly countries around the world are promoting forms of "critical" citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of creative and technical skills under the label "critical thinking" to a desire to encourage engagement, action and political emancipation, often labelled "critical pedagogy". This paper distinguishes these manifestations of the "critical" and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.
| Type: | Article |
|---|---|
| Title: | Towards a framework for critical citizenship education |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This article develops a novel and comprehensive framework for comparing and analysing the diverse ways in which the term "Critical Citizenship" is used. This is an electronic version of an article published in Johnson, Laura and Morris, Paul (2010) Towards a framework for critical citizenship education. Curriculum Journal, 21 (1). pp. 77-96. Curriculum Journal is available online at: http://www.informaworld.com/10.1080/09585170903560444 |
| Keywords: | citizenship education, critical thinking , critical pedagogy , citizen participation |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10004756 |
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