How do we prepare young people to understand the complex problems confronting our society and their place as citizens in shaping solutions? Until 1997, the contribution of schools to these challenges was ad hoc and uncoordinated, but with the introduction of citizenship education into the National Curriculum in England a new political project began. Between 2002 and 2012, England has become a leading player in the debate about how to induct young people into democracy. Jerome explores the connections between the values promoted by the government and the forms of citizenship promoted through the National Curriculum and considers: What did the politicians want the policy to achieve? What kinds of citizens were teachers trying to create? What kind of citizens do the young people feel that they have become? To answer these questions this book considers a range of evidence from large scale national and international research projects to single school case studies, conducted with student co-researchers. The study illustrates the complexity of policy making and reveals the gap between curriculum policy and implementation.

A thorough exploration and analysis of England's citizenship education policy, drawing together a variety of perspectives.

The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: Foundational thinkers on, and the theories of, citizenship and education; Citizenship and education in national and localised contexts; Citizenship and education in transnational contexts; Youth, advocacy, citizenship and education; Contemporary insights on citizenship and education; An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices.

The Method of Shared Concern describes the multi-stage process in which suspected bullies and their victims are individually interviewed, and eventually brought together in an effort to reach resolution.

In the past decade, Germany, the Netherlands and the United Kingdom have formalised or introduced language and knowledge of society tests for immigrants applying for citizenship. The aim of this book is to assess the explicit and hidden goals these citizenship tests are meant to achieve, as well as to analyse their intended and unintended effects. The book answers the questions of why the countries under consideration introduced citizenship tests and what effects these tests have produced. The latter question has been answered on the basis of an analysis of relevant statistics and an analysis of interviews with immigrants and stakeholders. Furthermore, the content of the tests presented to (possible) future citizens of Germany, the Netherlands and the UK has been thoroughly analysed.

This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of education in contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.

An illustrated monthly magazine in the interest of better art, better work and a better more reasonable way of living.

Nationality law in Britain is liberal and expansive in making it possible for immigrants to become citizens. Nonetheless, long-term residents, who are educated and possess skills that are important for the British economy, still face significant barriers to citizenship. This book offers insights into the experiences of long-term residents who have successfully become British citizens, through their own stories and newly commissioned illustrations of the journey of immigration. The goal is to explain the gap between formal law and law in practice, but the focus of the book is not solely on barriers--Devyani Prabhat also explores the feelings of belonging and empowerment that people experience during the citizenship journey.