Citizenship Foundation: educating for effective citizenship

What is citizenship, and why teach it?

"Citizenship is more than a subject. If taught well and tailored to local needs, its skills and values will enhance democratic life for all of us, both rights and responsibilities, begninning in school and radiating out." Bernard Crick, National Curriculum Citizenship, 1999

Citizenship education is not about trying to fit everyone into the same mould, or creating the 'model', or 'good', citizen. It is about enabling citizens to make their own decisions and to take responsibility for their own lives and their communities.

What does 'citizenship' mean?

The term 'citizenship' has several different meanings:

• A legal and political status

  In its simplest meaning, 'citizenship' is used to refer to the status of being a citizen – that is, to being a member of a particular political community or state. Citizenship in this sense brings with it certain rights and responsibilities that are defined in law, such as the right to vote, the responsibility to pay tax and so on. It is sometimes referred to as nationality, and is what is meant when someone talks about 'applying for', 'getting', or being 'refused' citizenship.

• Involvement in public life and affairs

  The term 'citizenship' is also used to refer to involvement in public life and affairs – that is, to the behaviour and actions of a citizen. It is sometimes known as active citizenship. Citizenship in this sense is applied to a wide range of activities – from voting in elections and standing for political office to taking an interest in politics and current affairs. It refers not only to rights and responsibilities laid down in the law, but also to general forms of behaviour – social and moral – which societies expect of their citizens. What these rights, responsibilities and forms of behaviour should be is an area of on-going public debate, with people holding a range of views.

• An educational activity

  Finally, 'citizenship' is used to refer to an educational activity – that is, to the process of helping people learn how to become active, informed and responsible citizens. Citizenship in this sense is also known as citizenship education or education for citizenship. It encompasses all forms of education; from informal education in the home or through youth work to more formal types of education provided in schools, colleges, universities, training organisations and the workplace. At the formal end of the spectrum, it gives its name both to a distinct subject in the National Curriculum for 11 to 16-year-olds and to a general area of study leading to an academic qualification – both of which, confusingly, are sometimes spelled with a small and sometimes a capital 'c'.

Why teach citizenship?

"We should not, must not, dare not, be complacent about the health and future of British democracy. Unless we become a nation of engaged citizens, our democracy is not secure." Lord Chancellor, 1998

The principal justification for citizenship education derives from the nature of democracy. Democracies need active, informed and responsible citizens – citizens who are willing and able to take responsibility for themselves and their communities and contribute to the political process.

These capacities do not develop unaided. They have to be learnt. While a certain amount of citizenship may be picked up through ordinary experience in the home or at work, it can never in itself be sufficient to equip citizens for the sort of active role required of them in today's complex and diverse society.

If citizens are to become genuinely involved in public life and affairs, a more explicit approach to citizenship education is required – this approach should be:

• Inclusive: An entitlement for all young people regardless of their ability or background;
• Pervasive: Not limited to schools but an integral part of all education for young people;
• Lifelong: Continuing throughout life.

How does it benefit young people?

"Citizenship is an important opportunity for me to explore my social and political views, something young people have been deprived of in the past." David, Youthcomm

Citizenship education benefits young people by helping to address the outcomes for wellbeing in the Every Child Matters programme.

It helps them to develop self-confidence and successfully deal with significant life changes and challenges such as bullying and discrimination.

It gives them a voice: in the life of their schools, in their communities and in society at large.

It enables them to make a positive contribution by developing the expertise and experience needed to claim their rights and understand their responsibilities and preparing them for the challenges and opportunities of adult and working life.

Who else does it benefit?

"Citizenship is becoming a cornerstone subject in our education system, and rightly so. After its introduction only a few years ago we have seen schools and students embrace the subject unlike perhaps any other. It is a gateway to a more inclusive society." Stephen Twigg, former Education Minister

Citizenship also brings benefits for schools, other educational organisations and for society at large.

For schools and other educational organisations, it helps to produce motivated and responsible learners, who relate positively to each other, to staff and to the surrounding community. For society it helps to create an active and responsible citizenry, willing to participate in the life of the nation and the wider world and play its part in the democratic process.

What is the aim of citizenship education?

It is education for citizenship – that is, education which aims to help people learn how to become active, informed and responsible citizens. It aims to prepare them for life as citizens of a democracy.

Different characteristics are required by citizens in different types of political system. The characteristics required of people living as free and equal citizens in a democratic society differ significantly from those of people living under, say, a totalitarian regime.

Democracies depend upon citizens who, among other things, are:

• aware of their rights and responsibilities as citizens
• informed about the social and political world
• concerned about the welfare of others
• articulate in their opinions and arguments
• capable of having an influence on the world
• active in their communities
• responsible in how they act as citizens.

What are its essential elements?

Citizenship education involves a wide range of different elements of learning, including:

• Knowledge and understanding: About topics such as: laws and rules, the democratic process, the media, human rights, diversity, money and the economy, sustainable development and world as a global community; and about concepts such as democracy, justice, equality, freedom, authority and the rule of law;
• Skills and aptitudes: Critical thinking, analysing information, expressing opinions, taking part in discussions and debates, negotiating, conflict resolution and participating in community action;
• Values and dispositions: Respect for justice, democracy and the rule of law, openness, tolerance, courage to defend a point of view and a willingness to: listen to, work with and stand up for others.

Learning skills, knowledge and values are generally learned simultaneously rather than in isolation. For example, in presenting and explaining the findings of a survey to local council officials, young people will be building up their knowledge of local government and its functions at the same time as honing their skills of presentation.

The most effective form of learning in citizenship education is:

• active: emphasises learning by doing
• interactive: uses discussion and debate
• relevant: focuses on real-life issues facing young people and society
• critical: encourages young people to think for themselves
• collaborative: employs group work and co-operative learning
• participative: gives young people a say in their own learning.

Learning of this sort requires a certain kind of climate in which to flourish – an environment that is non-threatening, in which young people can express their opinions freely and without embarrassment and use their initiative without fear of failure. Such a climate takes time to develop and is built up gradually.

Where does citizenship overlap with other subjects?

Many of the themes explored in citizenship education occur in other areas of education, for example, drug/alcohol education in personal, social and health education (PSHE), communication in key skills, and employment issues in careers education.

There is also considerable overlap between the forms of learning used in citizenship and in other subjects: for example active learning, group work and discussion are common throughout the curriculum in both the formal and informal sector.

Why is it important to distinguish between them?

It is important to be aware that just because a certain theme or form of learning occurs elsewhere doesn't necessarily make that activity a citizenship activity. Unless you are able to distinguish between citizenship education and other subjects:

• There is a danger that citizenship will be subsumed in other activities and young people won't receive their entitlement to citizenship learning;
• You will be unable to make citizenship learning explicit, which is essential if young people are to develop a broad and balanced view of what being a citizen involves and a pre-requisite for inspection;
• You will make little progress in your understanding of citizenship issues or how they may be made accessible to young people.

What is distinctive about citizenship education?

Citizenship education is distinguished by its content, focus and approach to learning.

• Distinctive content
  • criminal and civil law
  • government and politics
  • electoral systems
  • taxation and the economy
  • role of the EU, the Commonwealth and the UN
  • concepts such as democracy, justice and the rule of law.

There is a central core of learning – factual and conceptual – not addressed in other school subjects, including:

• Distinctive focus

Citizenship education focuses on topical everyday issues that concern young people as citizens – that is, as members of society with legal rights and responsibilities such as education, health care, welfare benefits, public transport, policing, immigration, international relations and the environment.

These are to be distinguished from issues that concern young people as private individuals – that is, issues which are personal or relate only to family or friends – eg applying for a job is a personal issue, the minimum wage is a citizenship one; drinking is a personal issue, the law on alcohol use is a citizenship one; what you look for in a friend is a personal issue, their political opinion is a citizenship one.

• Distinctive approach to learning

Citizenship learning develops through active involvement. Young people learn what it means to be a citizen through discussions and debates in the classroom and participation in the life of the school or college and in the wider community. They are given opportunities both to develop their learning and to put it into practice in 'real life' situations.

Citizenship issues are:

• real: actually affect people's lives
• topical: current today
• sometimes sensitive: can affect people at a personal level, especially when family or friends are involved
• often controversial: people disagree and hold strong opinions about them
• ultimately moral: relate to what people think is right or wrong, good or bad, important or unimportant in society.

This article is based on Chapter One of the CPD handbook Making Sense of Citizenship.