Portal de Periódicos da CAPES

Educating the European citizen in the global age: engaging with the post‐national and identifying a research agenda

2009; Taylor & Francis; Volume: 41; Issue: 2 Linguagem: Inglês

10.1080/00220270802642002

1366-5839

Harriet Marshall,

Educator Training and Historical Pedagogy

Abstract In recent decades there have been increased calls for UK schools to develop a more European and global orientation in their pedagogy and curriculum, and to equip children and young people with post‐national knowledge, skills, and dispositions. This paper examines some key problems in post‐national conceptions of citizenship education, in order to develop a research agenda focusing on the contested nature of notions of post‐national citizenship (with particular attention to European and global citizenship), and on the way these notions are understood as having competing claims in education. In examining these issues the paper explains the confused governmental agendas and commitments in relation to European and/or global citizenship education, and concludes by considering alternative theories of citizenship, curriculum, and pedagogy that may provide a deeper understanding of the associated issues and tensions. Although the paper relates directly to the UK, some of the debates have a wider significance. Keywords: citizenship educationcosmopolitanismcurriculumEuropean citizenshipglobal citizenship Notes 1. The National Curriculum for Citizenship in England is statutory for Key Stages 3 and 4 (11–16‐year‐olds) and recommended for Key Stages 1 and 2 (primary schools) (QCA 2007 Qualifications and Curriculum Authority (QCA). 2007. Citizenship: Programme of Study for Key Stage 3, London: QCA. Available online at: http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/citizenship/keystage3/index.aspx, accessed 18 August 2008 [Google Scholar]). 2. Related government documents and endorsements have been more visible since 2001. 3. A recent governmental curriculum review on diversity and citizenship (DfES 2007 Department for Education and Skills (DfES). 2007. Curriculum Review: Diversity and Citizenship chair Sir K. Ajebo 00045‐2007DOM‐EN, Nottingham: DfES Publications. Available online at: http://publications.teachernet.gov.uk/eOrderingDownload/DfES_Diversity_and&_Citizenship.pdf, accessed 18 August 2008 [Google Scholar]), known as the 'Ajegbo report' (it was chaired by Sir Keith Ajegbo), emphasized how young peoples' identities in the UK are typically constructed as multiple and plural. 4. For the publications mentioned in this quotation, see Scottish Consultative Council on the Curriculum (1993 Scottish Consultative Council on the Curriculum. 1993. Thinking European: Ideas for Integrating a European Dimension into the Curriculum, Edinburgh: Scottish Consultative Council on the Curriculum, Scottish Office Education Department. [Google Scholar], 1997 Scottish Consultative Council on the Curriculum. 1997. Thinking European: Further Ideas for Integrating a European Dimension into the Curriculum, Edinburgh: Scottish Consultative Council on the Curriculum, Scottish Office Education Department. [Google Scholar]). 5. 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Although it is important to recognize that in some parts of the world there is a powerful pull towards national identities as people search for a sense of inclusion, labelling this phenomenon as 'inward‐looking' or parochially ethnocentric may smack of Western elitism.