Engaging the 'maximal' intentions of the citizenship curriculum: one teacher's story

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Title Engaging the 'maximal' intentions of the citizenship curriculum: one teacher's story
Author Keddie, Amanda
Journal Name Cambridge Journal of Education
Year Published 2008
Place of publication Cambridge, Eng.
Publisher Routledge
Abstract Exploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher - one who 'acts against the grain' of the inequities and injustices of the social world - this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well-defined personal philosophies about justice and the 'common good' and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or 'maximal' intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/03057640802063148
Volume 38
Issue Number 2
Page from 171
Page to 185
ISSN 0305-764X
Date Accessioned 2010-01-19
Language en_AU
Faculty Griffith Institute for Higher Education
Subject Education
URI http://hdl.handle.net/10072/28873
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1x

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