Citizenship Through Secondary History (Citizenship in by James Arthur

By James Arthur

Citizenship via Secondary historical past finds the potential for background to interact with citizenship schooling and contains: a overview of the hyperlinks among citizenship schooling and the educating and studying of historical past an research of ways citizenship schooling is characterized, elevating key concerns approximately what may perhaps and will be completed a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via background case studies offering functional instructing feedback. historical past instructing is on the forefront of citizenship schooling - the previous is the springboard from which electorate learn how to imagine and act. This e-book bargains confident and direct how one can get entangled within the pondering that needs to underpin any invaluable citizenship schooling, for all specialist academics, pupil academics in background, policy-makers, heads of division and principals.

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Extra info for Citizenship Through Secondary History (Citizenship in Secondary Schools)

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Community involvement: children should learn about, and become helpfully involved in, the life and concerns of their communities, including learning through community involvement and service to the community. This, of course, like the other two strands, is by no means limited to children’s time in school. Political literacy: pupils should learn how to make themselves effective in public life through knowledge, skills and values. This strand updates the 1970s definition of political education and seeks a term that is wider than political knowledge alone.

The work was divided into two phases. The group first convened in November 1997 and produced an initial report in March 1998 stating the case for citizenship education. This included a working definition, a statement of need and a plan of action. The group then consulted on the initial report and produced a final report in September 1998, once more in line with QCA’s timetable. This reiterated the main points from the initial report, amended in the light of the consultation, and contained detailed proposals for a framework for citizenship education in schools based on learning outcomes (QCA, 1998).

These developments have, in turn, been translated into growing anxiety about the lack of a coherent framework for moral, spiritual and social education both inside and outside schools in England (White, 1994; Tate, 1996a, 1996b). This anxiety prompted action both from within the education system and from without. A series of national and grassroots initiatives were launched, aimed primarily at influencing the behaviour and attitudes of pupils and enabling them to voice their feelings and concerns (Willow, 1997; CRE, 1996; BYC, 1997).

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