Engaging the 'maximal' intentions of the citizenship curriculum: One teacher's story

Keddie, Amanda (2008) Engaging the 'maximal' intentions of the citizenship curriculum: One teacher's story. Cambridge Journal of Education, 38 2: 171-185. doi:10.1080/03057640802063148

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Author Keddie, Amanda
Title Engaging the 'maximal' intentions of the citizenship curriculum: One teacher's story
Journal name Cambridge Journal of Education   Check publisher's open access policy
ISSN 0305-764X
Publication date 2008-06
Sub-type Article (original research)
DOI 10.1080/03057640802063148
Open Access Status
Volume 38
Issue 2
Start page 171
End page 185
Total pages 15
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract Exploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher - one who 'acts against the grain' of the inequities and injustices of the social world - this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well-defined personal philosophies about justice and the 'common good' and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or 'maximal' intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so. © 2008 University of Cambridge, Faculty of Education.
Keyword Citizenship curriculum
Social justice
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Education Publications
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Citation counts: Scopus Citation Count Cited 2 times in Scopus Article | Citations
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Created: Tue, 14 Jun 2011, 12:44:05 EST by Claire Backhouse on behalf of School of Education