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.
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