What type of citizenship education? What type of citizen?

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'What type of citizenship education? What type
of citizen?'

• Henry Maitles
• Professor of Education
• University of the West of Scotland

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Citizenship humanity

• Never Again
• I am a survivor of a concentration camp. My eyes
  saw what no man should witness. Gas chambers
  built by learned engineers. Children poisoned by
  educated physicians. Infants killed by trained
  nurses. Women and babies shot and burned by high
  school and college graduates. So, I am suspicious
  of education. My request is help your students
  become more human. Your efforts must never
  produce learned monsters, skilled psychopaths,
  educated Eichmanns. Reading, writing, Arithmetic
  are important only if they serve to make our
  children more humane.

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Citizenship democracy
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Citizenship democracy and rights
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Citizenship enterprise?
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Citizenship social justice
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Citizenship equality
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Citizenship Islamophobia
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Education for citizenship some impacting factors

• United Nations Convention on Childrens Rights
• Worries as to youth alienation
• Poverty
• No such thing as society? or social inclusion
• Globalisation
• Devolution
• Europe

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Citizenship youth alienation
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Why Citizenship?Why Me?

• UK teens 'worst in Europe'

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Youth alienation? mods and rockers
riots
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Youth alienation? punks
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UN convention on childrens rights

• Article 12 The right to freely express an
  opinion in all matters affecting him/her and to
  have that opinion taken into account.
• Article 14 The right to meet together with
  other children and join and form associations.
• Article 29 The right to an education which
  prepares her/him for an active responsible life
  as an adult in a free society.
• Article 31 The right to rest and leisure.

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Article 12 states that children have the right to
participate in decision making processes that may
be relevant in their lives and to influence
decisions taken in their regardwithin the
family, the school or the community.
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Citizenship rights and responsibilities
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Education for citizenship fun
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Education for Citizenship main themes

• Skills
• Critical thinking
• Ability to argue effectively
• Ability to challenge injustice
• Ability to act and participate in the community

• Knowledge and Understanding
• Social Justice
• Diversity
• Globalisation
• Sustainability
• Peace and Conflict

• Values and Attitudes
• Sense of identity and self esteem
• Empathy
• Commitment to social justice
• Respect for diversity
• Tolerance
• Concern for the environment
• Belief that people can make a difference

(OXFA M A curriculum for global citizenship)
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Education for Citizenship butterfly or
caterpillar?

• Adding wings to caterpillars does not create
• butterflies - it creates awkward and
• disfunctional caterpillars. Butterflies are
• created through transformation
• (Stephanie Pace Marshall (1996)

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Implementing education for citizenship in
teaching the cuts
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Education for Citizenship exam pressures
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Citizenship Poverty and Educational Attainment

• The research evidence
• is that the best
• correlation with educational
• attainment is parental
• Income.

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Better Values? Better Attitudes?One World
Programme

• All S1 (year 7) pupils ( feeder primary pupils)
• All off timetable for 12 days
• Active learning at its core
• Days 1-2 Learning for Life
• Days 3-7 Citizenship in the Curriculum
• Days 8 and 10 UNICEF activities
• Days 9 and 11 trips and workshops outside school
  relating to Scotland and diversity
• Day 12 Holocaust and Genocide day.

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Better Values? Better Attitudes?Findings 1
Equality
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Better Values? Better Attitudes? Findings 2
Multi-Ethnicity
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Better Values? Better Attitudes? Findings 4
Challenging Racism
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Better Values? Better Attitudes? Gender issues 4
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Better Values? Better Attitudes? Gender issues 3
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Better Values? Better Attitudes?Gender issues 2
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Better Values? Better Attitudes?Gender issues 1
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Better Values? Better Attitudes?Conclusions

• Overall, there is evidence of a general
  improvement in values and attitudes after the
  pupils undertook the initiative
• the two areas that may need some examination in
  terms of overall strategy are attitudes towards
  English people and gay people. Negative attitudes
  towards both are problematic and may not be
  challenged anywhere in a way that other aspects
  of discrimination are.
• The gender issues are perhaps predictable from
  previous research from other places but are
  nonetheless stark. There is going to be no easy
  way to deal with this. Girls in this sample are
  not only outperforming boys academically but are
  displaying a more balanced and sophisticated
  social outlook in general.

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Better Values? Better Attitudes? the research

• Henry Maitles (2010) Citizenship initiatives and
  pupil values a case study of one Scottish
  school's experience, Educational Review, 62,4 pp
  391 406.
• Henry Maitles and Erin McKelvie (2010) Why Does
  Wearing A Yellow Bib Make Us Different? A Case
  Study of Explaining Discrimination in a West of
  Scotland Secondary (High) School, Journal for
  Critical Education Policy Studies, 8(1), 246-261.
• http//www.jceps.com/index.php?pageIDarticlearti
  cleID183