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1.
Abstract This paper explores the connections between physical education (PE), sport, nationalism and citizenship in Wales, focusing upon how recent education policies relating to PE and sport are implicated in the cultural production of ideational differences between and among the peoples of Wales and England. The analysis suggests that tendencies towards narrow, conservative, cultural restorationist ideals, as evident in Wales as they are in England, may obstruct progress towards more innovative and progressive ideals in the curriculum of PE. 相似文献
2.
This paper explores the connections between Physical Education, nationalism and citizenship in England and Wales focusing upon how education legislation, in particular the National Curriculum (NC) and Local Management of Schools (LMS), are implicated in the cultural production of ideational differences between and amongst the peoples of England and Wales. As our previous research has centred heavily on the making and implementation of education policy and PE in England, we take this opportunity to adjust our gaze and focus squarely on issues of cultural production in Wales, particularly relationships between the construction of images of Welsh identity and education policy and practice relating to PE and sport in schools. The analysis highlights that tendencies towards a narrow, conservative, cultural restoration are as evident in Wales as they are in England and obstruct progression towards more innovative and progressive ideals. 相似文献
3.
We discuss the ways in which English and Catalan students perceive themselves as members of communities and as citizens and the role of schools in these perceptions. Questionnaire and interview data were collected and analysed from 583 secondary school students in a total of 9 schools that were known for their commitment to citizenship education in England and Catalonia. The research took place when issues of national and other identities were prominently discussed in the media and elsewhere and when significant changes were being introduced in both locations regarding citizenship education as a specific curriculum subject and also in the wider context of education and schooling. Our results suggest that while the English students in our sample understand citizenship in terms of a subjective identification, our Catalan students perceive citizenship as a legal and externally assigned status. We did not intend to obtain nationally representative samples but rather to gain in-depth knowledge of the data and to discuss the implications of these results for the differing purposes of citizenship education. We make recommendations for how school-based citizenship education may contribute to current challenges related to citizenship and identities. 相似文献
4.
Jacqueline Watson 《British Journal of Religious Education》2004,26(3):259-271
The introduction of citizenship education to school in England (and Wales) in 2002 has generated interest and concern among religious educationalists, some of whom welcome the opportunities this new educational territory opens up for religious education and some of whom suspect it augurs religious education's demise. This article reports findings of a school‐based study of the early implementation of citizenship education and its impact on religious education. It discusses those findings in the context of the current debate about the future relationship between the two subjects, noting a similar ambivalence toward citizenship education among religious education heads of department, as there is among religious educationalists. The discussion includes an examination of the Crick Report, noting its lack of interest in religious education, and argues that its conceptualization of citizenship leaves it open to two quite different broad interpretations of what might be meant by an education for citizenship, one of which religious education practitioners appear to endorse and associate with religious education, and one of which they reject and associate with citizenship education. 相似文献
5.
Ron Best Professor of Education 《Pastoral Care in Education》2003,21(4):14-21
This paper discusses particular recent developments which have significant implications for the place and priority given to different aspects or forms of affective education in the school curriculum in England and Wales. The author explores key questions. The first is: To what extent do recent developments in citizenship education constitute a significant break with tradition? Are we presented with 'old wine in new bottles', or 'Is this a new vintage?' The second is: How might the 're-discovery' of citizenship education as a curriculum priority at the level of national government be explained and in what ways is it problematic? 相似文献
6.
In this article we describe the background to the recent development of citizenship education in Australia, Canada and England and then, following an account of our methods, discuss issues arising from an analysis of a sample of textbooks from these countries. We suggest that the current policies to introduce versions of citizenship education have emerged in these countries in the context of diverse challenges to the legitimacy of the nation state. We argue, generally, that all three countries tend, in the textbooks we have examined, to emphasize forms of citizenship education that may submerge citizen empowerment under essentially orthodox agendas. We see differences in textbooks between and within the three countries but argue that, despite many exceptions, we are able to characterize textbooks in Ontario, Canada as education in civics (provision of information about formal public institutions), those in England as education for citizenship (a broad‐based promotion of socially useful qualities) and those in Australia as social studies (societal understanding that emerges from the development of critical thinking skills related to existing academic subjects such as history and English). 相似文献
7.
《师资教育杂志》2012,38(2):211-225
Almost a decade ago, the new subject of citizenship was created in the English National Curriculum and several universities were funded to train teachers in this new subject. This presented a rare challenge, namely how to train people to teach a subject that did not exist in schools, and in which they were unlikely to have a specialist degree. In this article we have taken the opportunity afforded by the tenth birthday of the report in which Crick recommended this curriculum reform to reflect on that experience from the perspective of teacher educators. Through reflecting on the case study of citizenship education in England we highlight several themes that are of more general interest to teacher educators. The key issues that have emerged in this case study relate to the general problems of translating central policy into classroom practice; the nature and aims of subjects in the curriculum; and the identities of teachers in secondary schools. The article illustrates how teacher educators responded to the formidable challenge of creating (or at least contributing to) a new subject and a subject community. 相似文献
8.
ABSTRACT: We suggest that there is a need for those who seek to explore issues associated with the implementation of citizenship education in England to clarify its specific nature. This can be done, at least in part, through a process of comparison. To that end we review some of the connections and disjunctions between 'character education' and 'citizenship education'. We argue, drawing from US and UK literature but focusing our attention on contexts and issues in England, that there are indeed some broad areas of overlap between these two fields. Citizens should be of 'good' character and the educational initiatives that we consider both emerge from a concern about current trends in society. However, we suggest that the overlaps with citizenship education principally apply when character education is drawn very broadly. When we examine a particular approach to character education that is often US-based, and titled as 'citizenship', we note many contrasts with citizenship education as formulated in the National Curriculum for England. We suggest that citizenship educators in England need to interpret claims about the similarity between these two fields with caution, or meanings that apply to both character education and citizenship education will be distorted. 相似文献
9.
ABSTRACTThis article examines the complex but seldom articulated relationship of primary physical education, citizenship, and social justice. We argue that to conflate physical activity and sport with physical education in unacknowledged ways may serve to perpetuate the status quo. More significantly, the current emphasis on activity through competitive sport in the teaching of physical education in primary schools is both reductive and educationally limiting, affecting not only teachers’ professionalism but the wider educational experience of young people. The trend towards competitive sport at the expense of a broader educational experience further represents a potentially serious omission: an abrogation of responsibility on the part of schools in England and Wales to meet the statutory requirements of the Education Reform Act (1988). On the thirtieth anniversary of the Act, we adopt a novel approach, utilizing Foucauldian ideas, to examine movements in the development of policy and understand the contemporary context as a means to suggest more propitious ways forward. 相似文献
10.
Elizabeth Atkinson 《Sex education》2013,13(2):119-132
In spite of recent significant changes to the National Curriculum in England and Wales, including the introduction of personal, social and health education and citizenship, the subjects of sexuality and sexual identity remain virtually untouched in English primary and secondary schools. While diversity of sexual orientation is acknowledged in new government guidance on sex and relationship education, it receives no explicit recognition elsewhere in the curriculum. In this article, the author examines the current social, political and legal context within which this curriculum is situated, and its often contradictory intersections with popular culture. Drawing on current research into sexuality, gender construction and heteronormative forces in education, the author outlines a complex and contradictory network of forces which simultaneously exploit and undermine non-heterosexual lifestyles and relationships, and examines the way in which these discourses permeate both the school and wider society. The author considers ways in which these intersections and contradictions might be used as a means of challenging compulsory heterosexuality within and beyond the school. 相似文献
11.
Mark A. Pike 《课程研究杂志》2013,45(4):471-489
This paper evaluates the extent to which the implementation and assessment of the new citizenship curriculum in England treats learners as citizens or subjects by evaluating whether the interests of state or citizen predominate. Philosophical, contextual, and practical perspectives on citizenship education are drawn upon to evaluate mechanisms which mediate state power in young citizens’ lives. Current methods of delivering and assessing the citizenship curriculum in schools are challenged and the ideology underpinning citizenship education, as conceptualized in official discourse, is questioned. The view is advanced that citizenship cannot be reduced to what learners know (the informed citizen) or do (the active citizen) as it cannot be divorced from who they are. This paper focuses on citizenship education in the context of English liberal democracy but has a wide application as it addresses issues relevant to the state education of citizens elsewhere. 相似文献
12.
Governments, international organizations and academics have, in recent decades, expressed a sense of crisis in the practice of democracy based largely upon increasing levels of disengagement by citizens from even the most basic elements of civic life. One response has been to devise civics and citizenship education curricula for schools with the concomitant expectations of enhanced civic practice. Our examination of citizenship education programs has revealed considerable variation from country to country in the degree of success achieved in the design, development and implementation of programs. This paper examines recent developments in citizenship education in four leading Western democracies – Australia, Canada, England and the USA; each one with its own particular successes and shortcomings. It identifies several factors associated with the successful building of curriculum capacity for citizenship education and argues that these are fundamental for countries wishing to move beyond rhetoric and toward substance in citizenship education. 相似文献
13.
Preparing students for informed and active citizenship is a core goal of education and schooling in Australia. The ways schools educate and prepare young Australians for citizenship involves a range of processes and initiatives central to the work of schools, including school ethos, mission, extracurricular activities and community-based participation. With regard to the formal curriculum, the recent introduction and implementation of the first ever Federal Australian Curriculum includes provision for a new subject – Civics and Citizenship. Research evidence from other nations suggests that schools understand, approach and enact education for citizenship in a multitude of ways, yet how Australian schools construct this aspect of their work is currently under-researched. In this context, and drawing on data from interviews with school leaders and teachers of Years 6–8 (11–14 year olds) students in a small sample of South Australian primary and secondary schools, we explore perceptions and current approaches to education for citizenship. Our findings suggest (1) that while school leaders and teachers value education for citizenship, they do so for different reasons; (2) that schools place values as central to education for citizenship; and (3) that community involvement is typically understood as occurring within rather than beyond the school. 相似文献
14.
Sally Power 《牛津教育评论》2016,42(3):285-298
AbstractThis paper examines the positioning of the Welsh education system within contemporary policy debate and analysis. It begins by outlining some of the ways in which education policy and provision in Wales differs from that of its neighbour, England, and then goes on to critique how these differences have been represented in both the media and by members of the educational research community. Indeed, the paper argues that these representations constitute a form of misrecognition. It is tempting to counter this misrecognition with assertions of the superiority of the ‘Welsh way’—and certainly pronouncements of a ‘crisis’ in Welsh education appear to be as much politically-driven as evidence-based. However, such an approach would underplay the very real challenges that face Wales—challenges which are both like and unlike those facing England, Scotland and Northern Ireland. The paper concludes that we need a serious engagement with national divergences across the four nations of the UK—as well as elsewhere. The case of Wales highlights the need to undertake not only comparative analysis but also relational analysis if we are to enhance our understanding of the changing politics of education. 相似文献
15.
An ‘at‐risk’ curriculum for ‘at‐risk’ students? Special educational needs and disability in the new Australian Curriculum 
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下载免费PDF全文 The number of students who are ‘at risk’ including those with special education needs and or disabilities is increasing rapidly worldwide in all schools. This has prompted widespread debate regarding the impact of initiatives in Curriculum, Assessment and Reporting for this group of students. Teachers, parents and administrators need to have further information to enable them to contribute to the development of content, assessment and reporting processes in the curriculum that are inclusive, relevant, reliable and valid. This paper explores some of the issues and dilemmas raised by recent policy discussions regarding the inception of a first national Australian Curriculum. It draws purposively on literature relating to developments in England and Wales, where national curriculum provision has existed for over 25 years, as well as the responses of a group of stakeholders (teachers and leaders) from both England/Wales and Australian schools and settings. These data highlight both tension and opportunity in this area of work. 相似文献
16.
1998年发布的《科瑞克报告》(Crick Report)将公民教育从2002年开始纳入英国中学必修科目,将公民预备教育也作为小学教育评估的考察内容.无论是老牌民主国家,还是诸如东欧、中欧和拉美等新兴民主国家都认为,民主就其本质而言是脆弱的,它有赖于全体公民的积极参与.本文考察了欧洲及国际视野中的民主公民教育(EDC)背景、英国民主公民教育内涵和英国民主公民教育四大核心主题,分析指出英国民主公民教育所面临的挑战. 相似文献
17.
This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries. 相似文献
18.
The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act. 相似文献
19.
Eileen M. Fryer 《Educational studies》2004,30(2):175-185
This artide has been draftn from the Observations, interpretations and reflections resulting from my first year of research as a PhD student. In September 2002 citizenship education became a mandatory entitlement ofthe KS3 and KS4 curriculum in England (ages 11-16 years). The initial focus of my research in this first year of a new government initiative was to monitor the unfolding impact of citizenship education within my workplace: from the position of all stakeholders. This research has been carried out whilst I also hold the position of coordinator of citizenship education in an English high school. A case-study approach was, and continues to be, employed in which I have gathered both qualitative and quantitative data. The results that can be drawn from some of the data so far collected, however, are both contentious and potentially contradictory and therefore offer valuable material for discussion both on their own merits as well as on my own position as researcher. This article identifies the conflict of views over the value of evidence-based research in the teaching profession, locates these within the context of my own experiences with both staff and students, and suggests possible solutions for the dilemma 相似文献
20.
This article focuses on the current policy context in early childhood education in England and Wales. The provision of high quality preschool education is regarded internationally as a significant factor in raising educational standards. Such aspirations are dependent on achieving effective patterns of continuity and progression from preschool to school. Despite the centrality of these terms in policy rhetoric progression and continuity are disputed and under‐conceptualized concepts. Furthermore, there is a dearth of empirical studies that explore the relationships between progression in learning and progression in the curriculum. The central aim of this article is to clarify some of the tensions and contradictions inherent in current conceptions of progression and continuity, drawing on perspectives from theory, policy and practice. These perspectives suggest that achieving progression and continuity through curricula which secure high quality outcomes is a difficult and, potentially, elusive aspiration. In theoretical terms, assumptions about progression in learning vary according to different orientations. In policy terms, the current subject‐oriented curriculum framework assumes that progression is an issue of content, and is based on the structures of the subjects. Research evidence indicates that educators in different settings are experiencing problems in providing the conditions which might achieve effective patterns of progression and continuity. The authors identify three key areas for further research in order to advance the development of theories of progression and continuity which might usefully inform policy, practice and curriculum development. 相似文献