Citizenship education in England at the cross‐roads? Four models of citizenship and their implications for ethnic and religious diversity

Kiwan, Dina

doi:10.1080/03054980701584551

Cited by 31 publications

(13 citation statements)

References 11 publications

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“…The term 'citizenship' also has different connotations in each country. In the UK, government and schools promote a broad understanding of 'citizenship' as including status, rights, duties, loyalty, belonging and active participation (see Kiwan 2007). In Norway, the term 'statsborgerskap' (state citizenship) covers legal aspects of citizenship, while 'samfunnsborgerskap' (community citizenship), and 'medborgerskap' (fellow citizenship) cover social aspects such as identity, loyalty, belonging, trust and participation (Brochmann 2002, 56-60).…”

Section: Research Contexts and Methodsmentioning

confidence: 99%

Conceptualizing lived religious citizenship: a case-study of Christian and Muslim women in Norway and the United Kingdom

Predelli

2015

Citizenship Studies

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AcknowledgmentsThe author wishes to thank Esmeranda Manful (UK) and Beatrice Halsaa and Hanna Helseth (Norway) who, as part of the Work Package 4, Strand 2 team of the FEMCIT project, conducted the interviews with religious women. She also wishes to thank the editors of the journal and the anonymous reviewers for their constructive and very useful comments and suggestions. Preliminary project findings were reported in a working paper submitted to the European Union (see Nyhagen Predelli et al. 2010). FundingThe research on which this manuscript is based, was funded by the European Union 6 th Framework Programme (project number 028746). 2 AbstractThe concept of 'religious citizenship' is increasingly being used by scholars, but there are few attempts at defining it. This article argues that rights-based definitions giving primacy to status and rights are too narrow, and that feminist approaches to citizenship foregrounding identity, belonging and participation, as well as an ethics of care, provide a more comprehensive understanding of how religious women understand and experience their own 'religious citizenship'. Findings from interviews with Christian and Muslim women in Oslo andLeicester suggest a close relationship between religious women's faith and practice ('lived religion') and their 'lived citizenship'. However, gender inequalities and status differences between majority and minority religions produce challenges to rights-based approaches to religious citizenship.

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Section: Research Contexts and Methodsmentioning

confidence: 99%

Conceptualizing lived religious citizenship: a case-study of Christian and Muslim women in Norway and the United Kingdom

Predelli

2015

Citizenship Studies

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“…In the UK, an understanding of 'citizenship' which covers all of the dimensions of citizenship (status, rights, duties, loyalty, belonging and active participation) is being promoted through government documents and citizenship education in schools (see Kiwan, 2007). Moreover, the term 'active citizenship' has been used in British politics to mobilize voluntary work and community participation (Lister, 1997;YuvalDavis, 1997).…”

Section: Historical and Socio-political Contextsmentioning

confidence: 99%

‘Citizenship Is Not a Word I Use’: How Women’s Movement Activists Understand Citizenship

Predelli¹,

Halsaa²,

Thun³

2012

Remaking Citizenship in Multicultural Europe

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“…The struggles to strike a balance between nationalism and globalisation are not specific to Hong Kong. In the current global age many nation-states (see for example, DeJaeghere 2008 ;Feldmann 2007;Kiwan 2008;Kluver and Weber 2003;Law 2006;Parmenter 2004) are faced with the problem of how to reflect their social diversity whilst maintaining national unity. Music education, whatever its nature or extent, is thus inherently political, cultural and instrumental for the exercise of power in society.…”

Section: Discussionmentioning

confidence: 99%

“…Banks (2002Banks ( , 2008 proposed that citizenship education should be reformed to help students to become active citizens, and to develop reflective cultural, national, regional and global understandings of their nation and the world. For example, in the school curricula of China (Law 2006(Law , 2007, Japan (Ikeno 2005;Parmenter 2004), Singapore (Kluver and Weber 2003;Lim 2008), the USA (Feldmann 2007;Hursh 2007), Australia (DeJaeghere 2008;Print 2001) and the UK (Kiwan 2008;Lunn 2008) citizenship education is promoted to prepare students to juggle global, national, local and personalÁsocial dimensions of multiple identity in a multileveled polity. Discussions of global and local influences in a dynamic society are also to be found in music education policy (Chen-Hafteck and Xu 2008;Leu 2008;Lew and Campbell 2005).…”

mentioning

confidence: 99%

The struggle between globalisation, nationalism and music education in Hong Kong

Law

2009

Music Education Research

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The year 2008 marked the 11th anniversary of Hong Kong's return from the UK to the People's Republic of China. In this decade, the Hong Kong Special Administrative Region Government has repeatedly emphasised the importance of the development of national identity and patriotism in school education, and has at the same time introduced diverse cultural values into the school curriculum. This article explores the dynamics and complexity of the relationships between the state, globalisation and nationalism in Hong Kong that are re-shaping music education in response to contemporary socio-political changes. It argues that Hong Kong school music education has made a gradual cultural shift towards globalism and nationalism, and away from the Westernism that has dominated Hong Kong music education since before the change of sovereignty on 1 July 1997. The article concludes with a discussion of how music education might juggle two pairs of relationships in the curriculum: between global and national cultures; and between the education of cultural values and nationalism in Chinese music. There is pressure to rethink teacher education in terms of the need to be aware of the socio-political environment in which it operates, and within which it makes music education socially relevant.

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Citizenship education in England at the cross‐roads? Four models of citizenship and their implications for ethnic and religious diversity

Cited by 31 publications

References 11 publications

Conceptualizing lived religious citizenship: a case-study of Christian and Muslim women in Norway and the United Kingdom

Conceptualizing lived religious citizenship: a case-study of Christian and Muslim women in Norway and the United Kingdom

‘Citizenship Is Not a Word I Use’: How Women’s Movement Activists Understand Citizenship

The struggle between globalisation, nationalism and music education in Hong Kong

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