ERIC Number: EJ807367
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Gender Justice and the English Citizenship Curriculum: A Consideration of Post-September 11 National Imperatives and Issues of "Britishness"
International Journal of Educational Reform, v17 n1 p3-18 Win 2008
Although much contention has surrounded the introduction of the English citizenship curriculum, its political agenda clearly reflects a transformative approach to issues of justice and equity. In light of this agenda, this article supports feminist work in further problematizing the curriculum's silence around relations of gender and citizenship. It extends this work by exploring the implications of such silence within the context of the contemporary post-September 11 climate, where discourses around security and militarism have amplified social/gender inequities worldwide while further reducing the spaces available for active social and political engagement toward the "common good." In the U.K. context, these trends are considered in light of the recent high-profile political debate around the issue of Britishness. Here, concern is expressed about how superficial engagement with this debate may be mobilized in exclusionary ways that do little to militate against the masculinist framings of the citizenship curriculum. Conversely, critical engagement in debates around British national identity are also presented as being potentially generative in terms of their capacity to strengthen the discourse of ideal citizenship in the United Kingdom in ways that foster a more critical and gender-just approach to citizenship education.
Descriptors: Citizenship Education, Foreign Countries, Gender Bias, Nationalism, Citizenship, Politics of Education, National Security, Context Effect
Rowman & Littlefield Education. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: email@example.com; Web site: http://www.rowman.com/page/Journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom