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Citizenship Education: a Case Study of Curriculum Policy

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Citizenship Education: a Case Study of Curriculum Policy Citizenship Education: A Case Study of Curriculum Policy PhD thesis submitted by Lee Paul Jerome Institute of Education, University of London, 2012 Abstract In this thesis I argue that citizenship education was one of a range of domestic policies through which New Labour politicians imagined and sought to create the ideal citizen. It follows that in order to fully understand what happened to citizenship education policy under New Labour, it is essential to assess it within the broader political context. This is the first study to explore the connections between the political context of New Labour, the model of citizenship education which was promoted and the provision that developed in schools. Whilst most analyses of this area have characterised the policy as essentially communitarian, I argue that the model of citizenship education was broadly civic republican in character. I discuss the model and the tensions within it by considering (i) rights and responsibilities, (ii) active citizenship and (iii) community and diversity. I argue that the tensions in policy have often been replicated, rather than resolved, at school level. I have sought to understand the implementation of citizenship education policy from the top down and from the bottom up. The top down account draws on previously published national surveys and the bottom up story is told through an in-depth case study of a single school. The school case study was constructed in collaboration with a group of student co-researchers, which provides a distinctive methodological perspective and an insight into how Citizenship has been experienced by young people. Whilst the policy has failed to achieve all that was intended, there are important lessons to learn. I argue that future citizenship education policy should address the nature of the curriculum more explicitly by communicating aims and purposes more clearly, acknowledging the process of local interpretation, addressing the issue of subject status and connecting more explicitly with community-based opportunities. 2 Contents Declaration 6 Acknowledgements 7 List of acronyms 8 A note on Citizenship and citizenship 9 Introduction 10 Personal motivation 10 Positioning the thesis in the wider literature 11 The structure of this thesis 15 Summary of research questions 18 Chapter 1 Policy analysis 19 A starting point 20 Moving from the ideal to the real 22 The role of ideology 24 A toolkit for analysing citizenship education policy 27 Next steps 37 Chapter 2 New Labour's Citizenship Policy 38 New Labour, New Citizens 38 New Labour and the Third Way 39 Rights and Responsibilities 42 Active Citizenship 45 Duties and expectations of citizens 47 Community and Diversity 49 A flexible and fluid approach 54 Education as a context for citizenship policy 55 Summary 61 Chapter 3 Citizenship Education Policy - Crick and Beyond 63 Rights and Responsibilities in the Crick Report and Beyond 66 Active Citizenship in the Crick report and Beyond 72 Community and Diversity in the Crick report and Beyond 81 Summary 95 Chapter 4 Implementing Citizenship Education - the National Picture 97 Limitations of the research design 97 The impact of citizenship education 99 Young people's knowledge 101 Young people's views on social and political issues 102 Young people and participation 105 Conclusion 108 3 Chapter 5 Developing Methods - A Rationale for Research Strategies and Conclusions from Piloting 112 Introduction 112 Ontological and epistemological stance 113 Aims of the piloting phase 117 School context and nature of my involvement 119 Ethical Issues 120 Methods 122 Summary of pilot school data 127 Evaluation of methods and issues for the main case study school 128 Looking ahead 137 Chapter 6 Oak Park School and the Citizenship Department 138 Constructing a case study 138 Oak Park School 138 Citizenship in the school 139 Reading citizenship policy documents 141 Interviews 147 1. Personal background 149 2. Subject and status 151 3. Young people 155 4. Parents 161 5. Community and diversity 162 6. Active citizenship 169 7. Rights and responsibilities 171 8. Teaching and learning 172 Conclusions 174 Chapter 7 Student Perspectives 177 1. Teachers 177 2. Topics 181 3. Justifications for Citizenship 183 4. Rights and responsibilities 186 5. Active citizenship 192 6. Community and diversity 201 Conclusions 209 Chapter 8 Conclusions - To what extent does the citizenship education taking place in schools reflect the government's aims for the subject? 212 Thinking about student researchers 212 Thinking about citizenship education 217 Thinking about citizenship education as an example of policy implementation 221 Recommendations 228 4 A final thought 230 References 232 Appendices 253 5 Declaration I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of appendices and bibliography): 79,980 Signed: Date: 6 Acknowledgements I would like to record my thanks to the people I met at the two schools where I conducted my research. The teachers were all enthusiastic about Citizenship and were playing a significant part in making the subject successful in their schools - it was a privilege to work with them for this short time. Whilst working hard to ensure the subject was successful in their schools they were also very generous in giving me their time and organising opportunities for me to work with students, for which I am immensely grateful. The students were a joy to work with. Whilst I hope the serious intent of this research is evident, the young people made the research enjoyable and stimulating. They embraced their roles as co-researchers with enthusiasm and brought insights to the research that have enriched my understanding. I felt it was necessary to embrace student voice as a part of my research, simply because it is an important principle, but the young people I met transformed this sense of duty into a thoroughly enjoyable experience. As the research process wore on through the years, my meetings with my co-researchers turned into the highlights of my schedule and I am grateful for the openness, diligence and sense of fun they brought to the task. Several colleagues have helped me to develop my thinking about the nature of Citizenship and school reform and I would like to thank Jeremy Hayward for collaborating on a paper looking at subject, status and staff, all of which have emerged as themes in this thesis. I would also like to thank Gary Clemitshaw with whom I collaborated on a paper on Britishness and Citizenship; our discussions helped me to develop my thinking about community and identity, which also feature here. Chris Waller, Millicent Scott, David Barrs and the Council members at ACT have ensured I have always enjoyed stimulating conversations over the years to keep my thinking fresh about the subject. I would also like to thank Liz Moorse who has consistently supported the subject at QCA, QCDA, the Citizenship Foundation and in Democratic Life - her understanding of Citizenship and insight into curriculum and assessment have helped me to understand the processes that underpin curriculum construction. Finally I would like to thank two people for their patience over the years I have been working on this thesis. My supervisor, Professor Hugh Starkey has been unfaltering in his support and thorough in his feedback, and has applied gentle pressure when he thought I could handle it, for which I thank him. My partner, Robert, has tolerated my musings on the subject for a very long time and I thank him for his support and forbearance. 7 Acronyms BME Black and Minority Ethnic BYC British Youth Council CELS Citizenship Education Longitudinal Study CVA Contextual Value Added DCLG Department for Communities and Local Government (established as a central government department in 2006) DCSF Department for Children, Schools and Families (government department with responsibility for schools and curriculum, 2007-10) DfE Department for Education (government department with responsibility for schools and curriculum, 1992-5 and 2010-) DfEE Department for Education and Employment (government department with responsibility for schools and curriculum, 1995-2001) DfES Department for Education and Skills (government department with responsibility for schools and curriculum, 2001-7) GCSE General Certificate of Secondary Education (the most common examination taken by school-leavers at the age of 16 in England) GTP Graduate Training Programme (school-based initial teacher training) ICCS International Civic and Citizenship Education Study IEA International Association for the Evaluation of Educational Achievement IMF International Monetary Fund KS Key Stage (KS1/2 = primary education and KS3/4 = secondary) NCS National Citizens Service NCSR National Centre for Social Research NFER National Foundation for Educational Research NGO Non-Governmental Organisation NHS National Health Service OECD Organisation for Economic Cooperation and Development OfSTED Office for Standards in Education, Children's Services and Skills PE Physical Education PGCE Post Graduate Certificate in Education (the most common route for initial teacher training) PMSU Prime Minister's Strategy Unit (2002-10) PSHE Personal, Social and Health Education QCA Qualifications and Curriculum Authority QTS Qualified Teacher Status RE Religious Education SACRE Standing Advisory Council for Religious Education SPSS Statistical Package for the Social Sciences (computer software)
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