Purchase this article
USD $22.00
The Good Citizen
problematising citizenship in the social sciences curriculum
in Learning and Teaching
Author:
and
Judith Burnett
Judith Burnett
Search for other papers by Judith Burnett in
Current site
Google Scholar
PubMed
Search for other papers by Judith Burnett in
Current site
Google Scholar
PubMed
Erika Cudworth
Erika Cudworth
Search for other papers by Erika Cudworth in
Current site
Google Scholar
PubMed
Search for other papers by Erika Cudworth in
Current site
Google Scholar
PubMed
USD $0.01
All currencies in US Dollar
This article explores the critical pedagogical issues that emerge when attempting to develop active citizenship among undergraduates as an integral part of the student experience. It presents part of the findings from a C-SAP-funded project (Gifford et al. 2006) that we undertook with a partner higher education institution. This article explores our particular contribution carried out in a post-1992 London higher education institution. Our innovations in the social sciences undergraduate curriculum aimed at creating situations in which students would explore the diversity of citizenship in educational settings, namely, a local school, a further education college, and Summerhill School (founded by A.S. Neill). The research leads us to conclude that citizenship is a problem of praxis influenced and shaped by the local-global contexts of communities with diverse heritages of meaning, stratified social settings, and specific local and historical characteristics. This challenges the notions underpinning the Crick curriculum with its national orientation, and demonstrates the need to sensitise citizenship learning experiences to the needs of students and staff embedded in their social contexts. Such an approach can be understood as a form of situated citizenship characterised by active engagement with an assumption of heterogeneity which is positively sensitive to diversity.