CITIZENSHIP-AS-PRACTICE: THE EDUCATIONAL IMPLICATIONS OF AN INCLUSIVE AND RELATIONAL UNDERSTANDING OF CITIZENSHIP

TLDR

Recent years have seen a renewed focus on citizenship, particularly its relevance to young people, while education has emphasized outcomes over processes. The paper aims to describe and illuminate the linkages between citizenship discourse and education, advocating an inclusive, relational view of citizenship-as-practice. Empirical insights suggest that an educational programme should respect everyone’s citizenship status, collaborate with young people rather than impose on them, and recognize that citizenship practices and their transformations are educationally significant. Keywords: citizenship, citizenship education, inclusive, relational.

Abstract

ABSTRACT: ABSTRACT: Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with ‘outcome’ rather than with ‘process’– with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant. Keywords: citizenshipcitizenship educationinclusiverelational