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ERIC Number: EJ845670
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1746-1979
Rethinking Citizenship Education in England: Some Lessons from Contemporary Social and Political Theory
Faulks, Keith
Education, Citizenship and Social Justice, v1 n2 p123-140 2006
The introduction of compulsory citizenship education in England's schools, following the Crick Report's recommendations of 1998, has proved controversial and, according to a growing body of evidence, largely unsuccessful in its implementation. If citizenship education is to play an effective role in democratic renewal this article argues that its form and content needs to be reconsidered beyond the limits of Crick. Contemporary citizenship theory, and especially notions of intimate and multiple citizenship, provide useful conceptual tools for this critical revaluation. Having first set the Crick Report in political context, this article develops a critique of the Report's sociological naivety and its contradictory recommendations. The analyses of intimate and multiple citizenship that follow further point to the limits of Crick and suggest the need for a broader and bolder approach to citizenship education. The final section draws out some of the implications of this argument for the citizenship curriculum in schools.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)