Opening spaces for citizenship in higher education: three initiatives in English universities

摘要: While there has been widespread international attention paid to the promotion of citizenship in schools, civic dimension higher education study less prominent. This article assesses three cases provision for teaching English universities, encompassing both discrete modules and embedded approaches. The are analysed using framework ‘curricular transposition’, focusing on problematic movements from underlying ideals realisation practice. Findings studies suggest that lecturer involvement is a key factor, top-down initiatives unlikely succeed. In relation location curriculum, dedicated taught courses whole institution approaches seen present distinct challenges opportunities. Finally, implications drawn out prospects promoting democratic education.