What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland

Jerome, Lee (2018) What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: a Journal of Comparative and International Education, 48 (4). pp. 483-499. ISSN 0305-7925 (doi:10.1080/03057925.2017.1295808)

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Abstract

Contemporary citizenship education tends to focus on the development of skills through real experiences which has led to a relative neglect or simplification of knowledge and understanding. This article outlines a framework for analysing citizenship curricula drawing on Young’s notion of ‘powerful knowledge’ and ‘knowledge of the powerful’; and on Shulman’s account of subject knowledge, which includes substantive concepts and epistemic criteria. These ideas are used to analyse the citizenship curricula in the four nations of the UK and Ireland to assess the extent to which they provide an adequate account of knowledge and understanding of citizenship. The article concludes that it is important to reconsider the relationship between the genuinely educational aspects of citizenship education (where ‘powerful knowledge’ opens up new and diverse understandings) from the normative aims which are more akin to a form of socialization (where ‘knowledge of the powerful’ closes down certain possibilities).

Item Type: Article
Research Areas: A. > School of Health and Education > Education
Item ID: 22853
Notes on copyright: This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: a Journal of Comparative and International Education on 13/03/2017, available online: http://www.tandfonline.com/10.1080/03057925.2017.1295808
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Depositing User: Lee Jerome
Date Deposited: 07 Nov 2017 15:18
Last Modified: 04 Apr 2019 06:35
URI: https://eprints.mdx.ac.uk/id/eprint/22853

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