uneasy relationships?: conceptions of `citizenship', `democracy' and `diversity' in the English citizenship education policymaking process  

Oleh:

Kiwan, Dina

Jenis: Article from Bulletin/Magazine - ilmiah internasional
Dalam koleksi: Education, Citizenship and Social Justice vol. 2 no. 03 (Nov. 2007), page 223–235.
Topik: citizenship; democracy; diversity; education policy; inclusion; participation
Fulltext: 223.pdf (102.95KB)

Isi artikel

Multicultural societies such as the UK typically claim to embrace a model of ‘participative’, ‘inclusive’ and ‘democratic’ citizenship. In this article, I examine conceptions of participative citizenship, democracy and diversity and how they inter-relate in the citizenship education policymaking process in England. I illustrate that the dominant model of citizenship is ‘participatory’, linked to the concept of democracy. However, ‘diversity’ is not explicitly addressed within the participatory conception, nor in relation to democracy. I discuss some of the theoretical tensions between participation, democracy and diversity. Drawing on Young’s (2000) concept of ‘deliberative democracy’, I highlight two themes – the public–private sphere distinction, and ‘shared values’ which are particularly pertinent in considering citizenship in ethnically and religiously diverse contexts. I conclude by proposing that citizenship education should focus on the process of inclusive communication and collective problem-solving, rather than a privileging of a substantive ‘common good’ or ‘shared values’.

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