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 38: Organizing a Curriculum for Active Citizenship Education
Organizing a Curriculum for Active Citizenship Education
Heater and Oliver (1994) set challenging goals for the outcomes of citizenship education. Our pupils should be able to:
- actively practise ‘civic virtue and good citizenship’;
- enjoy - but not exploit - civil and political rights;
- contribute to and receive social and economic benefits;
- not discriminate against others;
- experience non-exclusive multiple citizenship; and
- teach citizenship to others.
(derived from 1994: 6)
In considering what we should include in the citizenship curriculum, and how we should organize and order this into a coherent and logical structure that will achieve these outcomes, we might turn to a pioneer writer on citizenship, Aristotle, on the purposes of education:
In modern times there are opposing views about the tasks to be set, for there ...