Citizenship education

Abstract

Citizenship education in schools is deeply controversial and is challenged by a range of social actors arguing that certain problems and issues should be included in school curricula, that are most often already overcrowded. There are tensions about which conception of democracy should have priority and which governance levels citizenship education should focus on. To what extent and how should the rights of marginal groups be included in citizenship education and how may major current political issues and crises be addressed? As citizenship stands out as controversial and thus political, it becomes all the more important to examine the choices and priorities of actual citizenship education. Further, it makes the question of who should define and influence citizenship education more pressing. What is the role of experts, teachers, social groups, elected bodies and educational bureaucracies?

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