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

Keddie, Amanda 2008, Engaging the ‘maximal’ intentions of the citizenship curriculum: one teacher’s story, Cambridge journal of education, vol. 38, no. 2, pp. 171-185, doi: 10.1080/03057640802063148.

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Title Engaging the ‘maximal’ intentions of the citizenship curriculum: one teacher’s story
Author(s) Keddie, AmandaORCID iD for Keddie, Amanda orcid.org/0000-0001-6111-0615
Journal name Cambridge journal of education
Volume number 38
Issue number 2
Start page 171
End page 185
Total pages 15
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2008
ISSN 0305-764X
1469-3577
Keyword(s) citizenship curriculum
social justice
equity
transformative pedagogies
teaching
Summary 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.
Language eng
DOI 10.1080/03057640802063148
Field of Research 130103 Higher Education
130307 Ethnic Education (excl Aboriginal and Torres Strait Islander, Maori and Pacific Peoples)
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, University of Cambridge, Faculty of Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087513

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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