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Alderson, Priscilla (1999) 'Civil Rights in Schools: The Implications for Youth Policy', Youth and Policy, 64: pages 56-72.
Research findings of a survey conducted to investigate levels of awareness of the UN Convention on the Rights of the Child (1989) in schools. A broad picture of young people's detailed understanding of the complex matter of their civil rights at school and how use of the UN Convention could make a crucial contribution to improving youth policies.
Alderson, Priscilla (1999) 'Human Rights and Democracy in Schools', The International Journal of Children's Rights, 7: pages 185-205.
This paper considers the relevance of the 1948 UN Declaration of Human Rights and the 1989 UN Convention on the Rights of the Child to school students. Democracy in British Schools and its problems and the place of human rights teaching in anti-democratic schools is examined, raising questions of new understandings of childhood.
Arnot, Madeleine, Araujo, Helena, Deliyanni-Kouimtzis, Ivinson, Gabrielle and Tome, Amparo, (1999) ''The Good Citizen': Cultural Understandings of Citizenship and Gender Amongst a New Generation of Teachers' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper compares how national-cultural traditions affect teachers' values in relation to the concept of citizenship, gender and the goals of education. Drawing on findings of a study investigating the knowledge and discourses of citizenship used by student teachers in Greece, Spain, Portugal, England and Wales focusing on how values of citizenship are conceptualised in relation to gender.
Arthur, James and Davison, Jon 'Experiential Learning, Social Literacy and the Curriculum' in David Scott and Helen Lawson (2002) ed. Citizenship Education and the Curriculum, New Jersey: Ablex.
Exploring the relationship between social literacy, Citizenship education and community involvement, arguing the case for the centrality of experiential learning for the development of active citizenship acknowledging the many values, beliefs and attitudes that might be attributed to versions of citizenship education and its place in the National Curriculum.
Aspin, David and Chapman, Judith (1999) 'Values Education and the Humanisation of the Curriculum' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper considers the importance of values education as a subject that is central to redefining and humanising the curriculum. Ethical development and community responsibility are considered in their expression through Citizenship education and the concept of democracy as a means of developing humane values through schools.
Bellis, Anne and Morrice, Linda (2003) 'A Sense of Belonging: Asylum Seekers, Cultural Difference and Citizenship' in Adult Learning, Citizenship and Community Voices, Pam Coare and Rennie Johnston (eds), Oxford: NIACE
The concept of citizenship in relation to issues of migration, cultural difference and identity is explored through research conducted with adult learners who have come to the UK as asylum seekers and refugees. The implications are considered in relation to practitioners and policy-makers in lifelong learning.
Carrington, Bruce and Short, Geoffrey (1995) 'Citizenship and Nationhood' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper presents the findings of a study involving 265 British and American school children, investigating their sense of national identity and constructions of nationhood as a starting point for considering Citizenship education.
Clinton, Bill (2001) The Struggle for the Soul of the 21st Century (text of a lecture presented 14 December 2001).
Following the terrorist attacks of September 11th 2001 Bill Clinton reflects on the need to develop global consciousness about our social responsibilities and multi-cultural relationships. Discussing the global age, its dangers and its benefits he refers to a world without walls and warns of the need to celebrate differences and democracies.
Coare, Pam (2003) 'Shaping the Good Citizen: Politics and Policy' in Adult Learning, Citizenship and Community Voices, Pam Coare and Rennie Johnston (eds), Oxford: NIACE.
An examination of why 'citizenship' has come to frame the discourse of the Labour Government's social and educational policies. Changing notions of citizenship, the cost of citizenship, education and widening participation, citizenship rights and the role of adult educators are considered.
Costello, Patrick, J.M. (1999) 'Citizenship Education, Cultural Diversity and the Development of Thinking Skills' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This chapter is concerned with the theory and practice of Citizenship education and the implications it has for promoting cultural diversity with particular focus on international education programmes including world studies and global education. Teaching critical thinking skills as a central tenet to the notion of international education and education for Citizenship and the possibility of delivering it through personal, social and moral education is considered.
Davies, Ian (1999) 'What Happened in the Teaching of Politics in Schools in England in the Last Three Decades and Why?' Oxford Review of Education 25:1and2 pages 125-140
This article provides a historical sketch of political education in the last three decades and goes on to analyse more recent approaches which focus on citizenship through teaching about social and political responsibility and creating opportunities for voluntary action in the local community. Davies considers the reasons for shifts in thinking about political education and the trends and consequences that can be identified.
Dorney, Steve and Hodgson, Annabel (2003) 'No Limits: Perspectives on Citizenship and Learning from "Excluded' Young People" in Adult Learning, Citizenship and Community Voices, Pam Coare and Rennie Johnston (eds), Oxford: NIACE.
Citizenship issues concerning marginalized young adults are investigated focusing on young people's desire to 'be listened to' The UN Convention on the Rights of the Child, youth information, advice and youth counselling, citizenship in a national context, citizenship education, participation initiatives and young people's understanding of democracy and self-worth are considered.
Edwards, Janet and Fogelman, Ken (1996) 'Citizenship Education and Cultural Diversity' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper examines the history of Citizenship education in schools and points to the previous concentration on personal development rather than social, moral and political education. Ways forward including the need for schools to make links with the community in delivering Citizenship are considered and the problems of teaching Citizenship as a discrete subject or as an integrated theme is debated.
Enslin, Penny (1999) 'Education and Democratic Citizenship: In Defence of Cosmopolitanism' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper uses post-apartheid South Africa as an example of a society in transition to democracy where national identity and citizenship education as part of a democracy is vital to increasing participation and knowledge and understanding of political and legal systems. Citizenship identity through national identity and membership of an already cosmopolitan society is considered.
Evans, Karen (1999) 'Beyond Work-related Curriculum: Citizenship and Learning after Sixteen' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This discussion of post-16 Citizenship education outlines minimal and maximal versions of Citizenship education, explores social dynamics, and argues that the workplace cannot continue to drive
developments in post-compulsory curriculum but that this should be delivered from broader frameworks educating people as citizens with the capacities necessary for work and independent economic contribution to society.
Holden, Cathie (2000) 'Learning for Democracy: From World Studies to Global Citizenship', Theory into Practice, 39:2 pages 74-80.
This article links global education in the UK to the world studies movement of the 1980s and examines criticism around the issue and how it has developed through the nineties and the prospects for development post-2000 as a possibility for the best parts of world studies to re-emerge with an added emphasis on political education.
Houghton, Ann-Marie (2003) 'The Many Voices of the Invisible Citizen: Disabled People Speaking Out' in Adult Learning, Citizenship and Community Voices, Pam Coare and Rennie Johnston (eds), Oxford: NIACE.
The multi-tiered definitions of citizenship are considered in relation to the disabled person's experience of citizenship in society and education with particular reference to independence, confidence and communication
Lawson, Helen (2001) 'Active Citizenship in Schools and the Community', The Curriculum Journal, 12:2 pages 163-177.
This article examines the different understandings of citizenship and different beliefs about what the rights and responsibilities of the citizen should be. Discussion of the government's understandings of active citizenship and the intention to create a socially inclusive society based on mutual obligation not only a rights based model and how this may be translated into a school context.
Matthews, Hugh (2001) 'Citizenship, Youth Councils and Young People's Participation', Journal of Youth Studies, 4:3 pages 299-318.
This article cites youth councils as the favoured response of statutory and voluntary agencies for encouraging youth participation at a local level. This article examines the evidence which suggests that many youth forums are flawed and inappropriate participatory devices drawing on the views and voices of youth delegates and evaluating the strengths and weaknesses of youth councils.
Putman, R.D. (1995) 'Bowling Alone: America's Declining Social Capital', The Journal of Democracy, 6:1 pages 65-78.
This article examines the quality of public life and the performance of social institutions and how norms and networks of civic engagement influence them. Through analysis of a range on indicators of civic engagement including voting, political participation, newspaper readership and participation in local associations, Putman concludes that there are serious grounds for concern over America's social capital.
Rowe, Don (1999) 'Value Pluralism, Democracy and Education for Citizenship' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper evaluates interest in Citizenship education and the cognitive, affective and active/experiential social and moral development models for delivering it. The author argues for a proper balance between these models and the need to address the lack of a sound theoretical base and poor resources.
Scobey, David (2001) 'The Specter of Citizenship' Citizenship Studies' 5:1 pages 11-25
This article begins with the example of the armed attack by two high-school children on their classmates in Colorado in 1999 and the reasons that were suggested for their extraordinarily horrific behaviour including American Mass Culture, parental neglect, use of the internet and violent video games. Scobey considers the calls for citizenship education that followed and provides analysis of debates on the subject.
Steutel, Jan and Spiecker, Ben, (1999) 'The Aims of Civic Education in a Multi-cultural Democracy' in Mal Leicester, Celia Modgil and Sohan Modgil (eds), Politics, Education and Citizenship, London: Routledge/Falmer, 1999.
This paper poses the question of what the central aims of civic education should be. It answers that moral and intellectual virtues using Amy Guttman's theory of democratic education, tolerance, respect and a democratic attitude alongside critical thinking is central to developing the political role of Citizenship in a society which depends upon multi-cultural and liberal democratic education.
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