The SAGE Handbook of Education for Citizenship and Democracy brings together new work by some of the leading authorities on citizenship education, and is divided into five sections. The first section deals with key ideas about citizenship education including democracy, rights, globalization and equity. Section two contains a wide range of national case studies of citizenship education including African, Asian, Australian, European and North and South American examples. The third section focuses on perspectives about citizenship education with discussions about key areas such as sustainable development, anti-racism, and gender. Section four provides insights into different characterizations of citizenship education with illustrations of democratic schools, peace and conflict education, global education, human rights education etc. The final section provides a series of chapters on the pedagogy of citizenship education with discussions about curriculum, teaching, learning and assessment.
Chapter 29: Political Literacy
In 1969, Bernard Crick, referring to the introducing of politics in schools argued: ‘Since it cannot be avoided, it had better be faced. Since it should not be avoided, quite a lot of care and time should be given to it. And since it is an interesting subject, it should be taught in an interesting manner’ (Crick, 1969: cited in Crick, 2000: 5).
The influential essay from which the above quotation is taken contains many significant ideas. Some of those ideas were discussed in the collection of work edited by Crick and Porter (1978) on Political Education and Political Literacy and the whole piece was reprinted with a very brief foreword in a collection on citizenship edited by Crick in the year 2000 ...