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Citizenship Education in France and England: Contrasting Approaches to National Identity and Diversity

Starkey, Hugh; Osler, Audrey; (2009) Citizenship Education in France and England: Contrasting Approaches to National Identity and Diversity. In: Banks, James A., (ed.) The Routledge International Companion to Multicultural Education. (pp. 334-347). Routledge: London. Green open access

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Abstract

There is often a perceived tension within education programs between promoting national unity and identity, and addressing diversity and the multiple identities of students. The ways in which nation-states address the tension between unity and diversity in the education of citizens (Parker, 2003; Banks et al., 2005) is no longer merely the topic of academic debate but is being discussed by political leaders and policy-makers as they respond to concerns about terrorism and seek to secure political loyalty (Osler, 2008). There is also a tension between the goal of promoting a specific and narrowly defined national identity (which in some cases may imply indoctrination) and the goal of educating for independent, critical thought. This chapter reports on a study of two neighboring European countries, England and France, both of which were introducing new citizenship education programs at the beginning of the twenty-first century. Drawing on documentary evidence, the study analyzes their contrasting approaches to national identity, social cohesion, and diversity.

Type: Book chapter
Title: Citizenship Education in France and England: Contrasting Approaches to National Identity and Diversity
ISBN: 978-0-415-88078-7 (paperback) 978-0-415-96230-8 (hardback) 978-
ISBN-13: 9780415880787
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.routledge.com/The-Routledge-Internatio...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Citizenship, Multiculturalism, France
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/1562498
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