By Jack Demaine
Citizenship and Political schooling this day brings jointly essays from major researchers worldwide together with dialogue of politics and schooling in England, the U.S., Australia, New Zealand, France, Germany, Norway and the broader eu Union. The participants study important concerns surrounding the engagement of electorate in politics and political associations, fairly the position of schooling in encouraging lively citizenship.
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Extra resources for Citizenship and Political Education Today
Crick contends that a key role of citizenship education is to promote political literacy at national, and especially at local or community level. This can perhaps counteract what are perceived as dangerous levels of apathy among the young. Citizenship education should encourage: Audrey Osler and Hugh Starkey 15 An active and politically-literate citizenry convinced that they can inﬂuence government and community affairs at all levels (Advisory Group on Citizenship, 1998: 9). Lack of involvement appears to be explained in terms of lack of knowledge or skills, rather than with any disillusionment in political processes which may have arisen through structural disadvantage, or through observation of the behaviour of certain politicians and other public ﬁgures.
Such claims should be seen in the context of the waning of the welfare state and class identities, and the formation of new social and cultural movements focusing on the question of the rights of groups from children to the disabled. Cultural rights, in this sense, herald ‘a new breed of claims for unhindered representation, recognition without marginalization, acceptance and integration without ‘normalising distortion’ (Pakulski, 1997: 80). These rights go beyond rights for welfare protection, political representation or civil justice and focus on the right to propagate a cultural identity or lifestyle.
President François Mitterrand is quoted as saying in 1988: ‘Mutual respect is the basis for the pact without which national Audrey Osler and Hugh Starkey 21 community would have no meaning. An unjust France is a divided France’. In other words national political action must focus on justice without which the principle of indivisibility is breached. Such a programme, according to Mitterrand, will aim to ‘democratise society, combat exclusion, actively promote equal opportunities, educate young people’ (Lauby, 1999: 15).
Citizenship and Political Education Today by Jack Demaine