What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland

Article


Jerome, L. 2018. What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: a Journal of Comparative and International Education. 48 (4), pp. 483-499. https://doi.org/10.1080/03057925.2017.1295808
TypeArticle
TitleWhat do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland
AuthorsJerome, L.
Abstract

Contemporary citizenship education tends to focus on the development of skills through real experiences which has led to a relative neglect or simplification of knowledge and understanding. This article outlines a framework for analysing citizenship curricula drawing on Young’s notion of ‘powerful knowledge’ and ‘knowledge of the powerful’; and on Shulman’s account of subject knowledge, which includes substantive concepts and epistemic criteria. These ideas are used to analyse the citizenship curricula in the four nations of the UK and Ireland to assess the extent to which they provide an adequate account of knowledge and understanding of citizenship. The article concludes that it is important to reconsider the relationship between the genuinely educational aspects of citizenship education (where ‘powerful knowledge’ opens up new and diverse understandings) from the normative aims which are more akin to a form of socialization (where ‘knowledge of the powerful’ closes down certain possibilities).

PublisherTaylor and Francis
JournalCompare: a Journal of Comparative and International Education
ISSN0305-7925
Publication dates
Online13 Mar 2017
Print04 Jul 2018
Publication process dates
Deposited07 Nov 2017
Accepted17 Feb 2017
Output statusPublished
Accepted author manuscript
Copyright Statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: a Journal of Comparative and International Education on 13/03/2017, available online: http://www.tandfonline.com/10.1080/03057925.2017.1295808

Digital Object Identifier (DOI)https://doi.org/10.1080/03057925.2017.1295808
LanguageEnglish
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