Citizenship Education in Secondary Schools in England

摘要: Since the introduction of ‘citizenship’ or ‘citizenship education’ (CE) into English schools, its purpose has been widely debated. Is it a subject to be taught, so that citizens learn about our democratic political processes, perhaps as means instilling commitment their nation? form training in society’s values, and cultural ethos? an opportunity for community involvement endeavour? learning how good active citizen? These questions persist. This small-scale study seeks address them by exploring teachers’ experiences teaching citizenship secondary schools North West England. We first consider ideological drivers CE discuss various purposes manifestations. Teacher responses revealed range delivery modes CE, highlighted schools’ inevitable pragmatism meeting statutory requirements exposed need greater specialist more coherent approach organising disseminating resources. The status within curriculum notably increased cachet if publicly examined, suggest education, despite being confirmed compulsory at Key Stages 3 & 4 amended 2014 National Curriculum, will remain second tier shoehorned overcrowded, assessment-driven curriculum.