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Citizenship education policy and Citizenship education policy and practice in England and the training practice in England and the training of teachers: of teachers: re-imagining the nation re-imagining the nation Schools in Immigration Societies: Schools in Immigration Societies: International Perspectives from Research International Perspectives from Research and Practice and Practice Berlin Berlin 13-15 February 2008 13-15 February 2008 Audrey Osler Audrey Osler

Audrey Osler

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Citizenship education policy and practice in England and the training of teachers: re-imagining the nation Schools in Immigration Societies: International Perspectives from Research and Practice Berlin 13-15 February 2008. Audrey Osler. INTERACT research project. - PowerPoint PPT Presentation

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Page 1: Audrey Osler

Citizenship education policy and practice in Citizenship education policy and practice in England and the training of teachers: England and the training of teachers:

re-imagining the nation re-imagining the nation

Schools in Immigration Societies: Schools in Immigration Societies: International Perspectives from Research International Perspectives from Research

and Practiceand Practice

Berlin Berlin

13-15 February 200813-15 February 2008Audrey OslerAudrey Osler

Page 2: Audrey Osler

INTERACT research projectINTERACT research project

European Commission funded 3 yearsEuropean Commission funded 3 years

2004 - 20072004 - 2007 Portugal, Spain, Denmark, UKPortugal, Spain, Denmark, UK Investigates intercultural active Investigates intercultural active

citizenship educationcitizenship education Examines policies and practiceExamines policies and practice European level, national level, European level, national level,

comparativecomparative

Page 3: Audrey Osler

INTERACT and our research INTERACT and our research programme programme

The INTERACT project in the The INTERACT project in the context of England context of England

Re-imagining the nation as Re-imagining the nation as cosmopolitan cosmopolitan

How education policy constructs How education policy constructs the nation the nation

How teachers conceive their rolesHow teachers conceive their roles Challenges to the nation as Challenges to the nation as

cosmopolitancosmopolitan

Page 4: Audrey Osler

The INTERACT project in the The INTERACT project in the context of Englandcontext of England

Multicultural not intercultural Multicultural not intercultural New citizenship education curriculum New citizenship education curriculum

in 2000 in 2000 Europe seen as politically Europe seen as politically

controversial concept controversial concept Debates about whether Debates about whether

multiculturalism has ‘failed’ multiculturalism has ‘failed’

Page 5: Audrey Osler

Re-imagining the nation as Re-imagining the nation as cosmopolitancosmopolitan

•conceptualizing the global conceptualizing the global community as cosmopolitan community as cosmopolitan •re-imagining the nation as re-imagining the nation as cosmopolitan and cosmopolitan and •acknowledging this as a acknowledging this as a strength strength •learning to recognize, respect learning to recognize, respect and value diversity at a local and value diversity at a local level level

Page 6: Audrey Osler

Teacher Education: context in Teacher Education: context in EnglandEngland

One year postgraduate trainingOne year postgraduate training Partnership between university and schools, whereby Partnership between university and schools, whereby

‘trainees’ spend more time in school than in University‘trainees’ spend more time in school than in University Trainees get Qualified Teacher Status (QTS), after Trainees get Qualified Teacher Status (QTS), after

demonstrating they have met national ‘standards’ and demonstrating they have met national ‘standards’ and passing tests to conform competence in information passing tests to conform competence in information technology, literacy and numeracy technology, literacy and numeracy

Newly qualified teachers continue to get additional training Newly qualified teachers continue to get additional training and support in early careerand support in early career

New subject of Citizenship: government support for New subject of Citizenship: government support for continuing professional development : addresses diversity continuing professional development : addresses diversity including questions relating to needs of migrantsincluding questions relating to needs of migrants

Page 7: Audrey Osler

QTS Standards: equality and QTS Standards: equality and

diversitydiversity Understand how progress and well-being of Understand how progress and well-being of

learners are affected by a range of learners are affected by a range of developmental, social, religious, ethnic, cultural developmental, social, religious, ethnic, cultural and linguistic influencesand linguistic influences

Know how to make effective personalised Know how to make effective personalised provision for those they teach, including those for provision for those they teach, including those for whom English is an additional language or who whom English is an additional language or who have special educational needs or disabilitieshave special educational needs or disabilities

Know how to take practical account of diversity Know how to take practical account of diversity and promote equality and inclusion in their and promote equality and inclusion in their teachingteaching

Page 8: Audrey Osler

How education policy How education policy constructs the nation: political constructs the nation: political

development and shifting development and shifting policy discourses policy discourses

Five recent documentsFive recent documents

Page 9: Audrey Osler

Citizenship education for all 5-Citizenship education for all 5-1616 Crick ReportCrick Report (DfES,1998)(DfES,1998)

Traditional definitions of Traditional definitions of citizenship & nation-statecitizenship & nation-state

Acknowledges ‘European Acknowledges ‘European context’ to knowledge, skills context’ to knowledge, skills and valuesand values

Does not address European Does not address European citizenship citizenship

Refers to human rights as key Refers to human rights as key concept and European concept and European Convention on Human RightsConvention on Human Rights

Gives schools freedom to Gives schools freedom to design specific curriculum design specific curriculum according to needsaccording to needs

Page 10: Audrey Osler

New citizens: citizenship New citizens: citizenship knowledge and language skillsknowledge and language skillsThe New and the OldThe New and the Old (Home Office, 2004)(Home Office, 2004)

Proficiency in language: test Proficiency in language: test Understanding society and Understanding society and

civic institutions: testcivic institutions: test Promotion of common Promotion of common

principlesprinciples Increase pride in becoming a Increase pride in becoming a

citizen (ceremonies citizen (ceremonies introduced) introduced)

Practical studies of British Practical studies of British institutions, multicultural institutions, multicultural society, law employment, society, law employment, information sources, information sources, everyday needseveryday needs

Mentions ‘Britain in Europe’ Mentions ‘Britain in Europe’

Page 11: Audrey Osler

Citizenship, race equality and Citizenship, race equality and community cohesion community cohesion

Improving Opportunity, Strengthening Improving Opportunity, Strengthening Society: the government’s strategy to Society: the government’s strategy to increase race equality and community increase race equality and community

cohesioncohesion (Home Office, 2005)(Home Office, 2005)

Discusses equality, Discusses equality, cohesion, belongingcohesion, belonging

Civic participationCivic participation Shared European Shared European

agendas are implicit agendas are implicit rather than explicit rather than explicit

Page 12: Audrey Osler

Curriculum Review Diversity Curriculum Review Diversity and Citizenshipand Citizenship

Ajegbo ReviewAjegbo Review (2007)(2007) Context of concern that citizenship education Context of concern that citizenship education

should contribute to national securityshould contribute to national security Reviews teaching of ‘ethnic religious and cultural Reviews teaching of ‘ethnic religious and cultural

diversity’diversity’ Proposes new theme in citizenship education: Proposes new theme in citizenship education:

Identity and Diversity: living together in the UKIdentity and Diversity: living together in the UK Emphasises history and the role of history in Emphasises history and the role of history in

shaping the nation-state shaping the nation-state Attempts to re-assert national identity Attempts to re-assert national identity Asserts importance of “issues around ‘race’, Asserts importance of “issues around ‘race’,

identity, citizenship and living together in the UK”identity, citizenship and living together in the UK” Concludes that schools can make a difference to Concludes that schools can make a difference to

perceptionsperceptions

Page 13: Audrey Osler

The changing context of The changing context of citizenship educationcitizenship education

Education for democratic citizenship is at the top of Education for democratic citizenship is at the top of policy agendas across the globe policy agendas across the globe

Context of globalization Context of globalization Political climate dominated by discourses of Political climate dominated by discourses of

security, wars on terrorism and the search for security, wars on terrorism and the search for world peaceworld peace

Citizenship education to address the tensions Citizenship education to address the tensions perceived when nation-states start to acknowledge perceived when nation-states start to acknowledge diversity diversity

In Europe many countries are developing In Europe many countries are developing approaches to multicultural / intercultural approaches to multicultural / intercultural education within citizenship educationeducation within citizenship education

Page 14: Audrey Osler

Globalization and Globalization and nationalismnationalism

Globalization and nationalism as co-existing Globalization and nationalism as co-existing and sometimes conflicting and sometimes conflicting

Shifting challenges as new forms of racism, Shifting challenges as new forms of racism, such as Islamophobia, gain ground such as Islamophobia, gain ground

Intercultural citizenship education needs a Intercultural citizenship education needs a global perspective because nationalist global perspective because nationalist perspectives may engender racist attitudes perspectives may engender racist attitudes and discourses. and discourses.

An alternative to nationalist citizenship An alternative to nationalist citizenship education is education is education for cosmopolitan education for cosmopolitan citizenshipcitizenship

Page 15: Audrey Osler

Six key contextual factorsSix key contextual factors global injustice and inequality global injustice and inequality globalization and migration globalization and migration concerns about levels of civic and political concerns about levels of civic and political

engagement engagement a perceived youth deficit, expressed as a a perceived youth deficit, expressed as a

double deficit when applied to visible double deficit when applied to visible minorities and migrant communities; minorities and migrant communities;

end of the cold war; end of the cold war; concerns about the growth of anti concerns about the growth of anti

democratic and racist movements democratic and racist movements AND NOW AND NOW securitysecurity

Page 16: Audrey Osler

Changing conceptions of Changing conceptions of citizenship educationcitizenship education

Remedy for declining social cohesionRemedy for declining social cohesion European international bodies (Council European international bodies (Council

of Europe/ European Commission) of Europe/ European Commission) advocate advocate multicultural / intercultural multicultural / intercultural education as an essential component of education as an essential component of citizenship educationcitizenship education

At national levels a continued emphasis At national levels a continued emphasis on education for on education for nationalnational citizenship citizenship

Page 17: Audrey Osler

Intercultural evaluation Intercultural evaluation (see Hall, Parekh)(see Hall, Parekh)

Common emphasis on Common emphasis on separatenessseparateness of of cultures and sensitivity to other cultures and sensitivity to other culturescultures

Dilemmas for teachers: respect Dilemmas for teachers: respect everything everything ? ?

Intercultural evaluation is a Intercultural evaluation is a critical critical evaluation of culturesevaluation of cultures, including one’s , including one’s own cultureown culture

Page 18: Audrey Osler

Cosmopolitanism: negotiating Cosmopolitanism: negotiating multiple identities and loyaltiesmultiple identities and loyalties

The principle of each individual The principle of each individual being a citizen of just one nation-being a citizen of just one nation-state no longer corresponds with state no longer corresponds with reality for millions of people who reality for millions of people who move across borders and who move across borders and who belong in various ways in multiple belong in various ways in multiple placesplaces

(Castles, 2004:18)(Castles, 2004:18)

Page 19: Audrey Osler

How teachers conceive their rolesHow teachers conceive their roles depends on the cultural diversity of student depends on the cultural diversity of student

populations they teach and their own populations they teach and their own cultural backgroundscultural backgrounds

multicultural is a descriptive term they apply multicultural is a descriptive term they apply to a schoolto a school

declared commitment to a multicultural declared commitment to a multicultural societysociety

important for students to understand important for students to understand inequalitiesinequalities

strong correlation between citizenship strong correlation between citizenship education and multicultural educationeducation and multicultural education

citizenship education as breaking down citizenship education as breaking down cultural barriers constructed within (and by) cultural barriers constructed within (and by) students’ familiesstudents’ families

Page 20: Audrey Osler

Citizenship and multiculturalism in Citizenship and multiculturalism in England: some challengesEngland: some challenges

Whose knowledge?Whose knowledge? multicultural education has always slightly worried me rather than multicultural education has always slightly worried me rather than

education in a multicultural contexteducation in a multicultural context (Government advisor on citizenship education)(Government advisor on citizenship education)

Problems with language and terminologyProblems with language and terminology Cultural minority became pejorative and multicultural was okay Cultural minority became pejorative and multicultural was okay

politically as I say in the 80s, allowing multicultural but crossing out politically as I say in the 80s, allowing multicultural but crossing out antiracism. But by the end of the 90s yes even multicultural had antiracism. But by the end of the 90s yes even multicultural had become, oh dear pejorativebecome, oh dear pejorative

(Academic adviser to Government)(Academic adviser to Government)

I think there’s a nervousness about talking about racism because …I I think there’s a nervousness about talking about racism because …I think it can lead to a defensiveness amongst people in the system and think it can lead to a defensiveness amongst people in the system and I think that has created a nervousness about using the language of I think that has created a nervousness about using the language of racismracism

(Former education minister)(Former education minister)

The word multiculturalism has, again starting in America and Australia The word multiculturalism has, again starting in America and Australia too for that matter, even Canada, has come to be, in some circles, it’s too for that matter, even Canada, has come to be, in some circles, it’s a pretty all purpose swear word, as it were … negatively loaded.a pretty all purpose swear word, as it were … negatively loaded.

(Trainer and former local government inspector)(Trainer and former local government inspector)

Page 21: Audrey Osler

Positive initiativesPositive initiatives Education for allEducation for all We have been running …this course …which is about schools, We have been running …this course …which is about schools,

all white schools tackling issues to do with racism and looking all white schools tackling issues to do with racism and looking at how schools can tackle these issues.at how schools can tackle these issues.

Recognizing the cosmopolitan reality: transcending national Recognizing the cosmopolitan reality: transcending national boundariesboundaries

So issues to do with racism are live issues with the different So issues to do with racism are live issues with the different teaching bodies [in Europe] in the former Yugoslavia who have teaching bodies [in Europe] in the former Yugoslavia who have been part of movements that have been slaughtering each been part of movements that have been slaughtering each other on the basis of ethnic differences. So you know within …other on the basis of ethnic differences. So you know within …the last decade we’ve seen these things happening in Europe. the last decade we’ve seen these things happening in Europe.

A new consensus?A new consensus? Multicultural education is educating for a diverse society, Multicultural education is educating for a diverse society,

recognising the diversity of society but also recognising that recognising the diversity of society but also recognising that there are structural inequalities which need to be addressed in there are structural inequalities which need to be addressed in order for us to have the kind of equality of treatment … there order for us to have the kind of equality of treatment … there seems to be more of a consensus across the party political seems to be more of a consensus across the party political divide on that kind of definition that there would have been, divide on that kind of definition that there would have been, say, thirty years agosay, thirty years ago

Page 22: Audrey Osler

Cosmopolitanism and Cosmopolitanism and patriotism as partnerspatriotism as partners

I am saying that we have no I am saying that we have no choice but to be cosmopolitans choice but to be cosmopolitans and patriots, which means to and patriots, which means to fight for the kind of patriotism fight for the kind of patriotism that is open to universal that is open to universal solidarities against other, more solidarities against other, more closed kinds closed kinds

(Taylor 1996:121)(Taylor 1996:121)

Page 23: Audrey Osler

Education for cosmopolitan Education for cosmopolitan citizenshipcitizenship

Education for cosmopolitan Education for cosmopolitan citizenship …implies a broader citizenship …implies a broader understanding of national understanding of national identity; it requires recognition identity; it requires recognition that British identity, for that British identity, for example, may be experienced example, may be experienced differently by different people. differently by different people.

(Osler and Vincent, 2002: 124)(Osler and Vincent, 2002: 124)

Page 24: Audrey Osler

Teachers, Human Rights and Diversity: educating citizens in multicultural societiesTrentham, 2005

Changing Citizenship: democracy and inclusion in educationOpen University Press, 2005

www.leeds.ac.uk/cchre