Johnson, Laura and Morris, Paul (2010) Towards a framework for critical citizenship education. The Curriculum Journal, 21 (1). pp. 77-96. ISSN 0958-5176
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Abstract
Increasingly countries around the world are promoting forms of "critical" citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of creative and technical skills under the label "critical thinking" to a desire to encourage engagement, action and political emancipation, often labelled "critical pedagogy". This paper distinguishes these manifestations of the "critical" and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.
| Item Type: | Article |
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| Additional Information: | This article develops a novel and comprehensive framework for comparing and analysing the diverse ways in which the term "Critical Citizenship" is used. This is an electronic version of an article published in Johnson, Laura and Morris, Paul (2010) Towards a framework for critical citizenship education. Curriculum Journal, 21 (1). pp. 77-96. Curriculum Journal is available online at: http://www.informaworld.com/10.1080/09585170903560444 |
| Subjects: | ?? CITIZENSHIP EDUCATIONCRITICAL THINKING CRITICAL PEDAGOGY CITIZEN PARTICIPATION ?? |
| Divisions: | IOE Departments > Departments > International and Lifelong Education IOE Departments > Departments > Lifelong and Comparative Education |
| Depositing User: | IOE Repository Editor (2) |
| Date Deposited: | 17 May 2010 17:00 |
| Last Modified: | 01 Jun 2013 01:31 |
| URI: | http://eprints.ioe.ac.uk/id/eprint/4756 |
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