Citizenship education in the United Kingdom and the adult migrant

Shah, Qasir

doi:10.1177/1746197919837829

Cited by 3 publications

(2 citation statements)

References 34 publications

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“…This is one area which is expected of all newcomers to the UK, not just those who are learning English. British values have been developed as a part of the government's 'Prevent' strategy, devised to prevent what the government deemed to be extremism (Shah 2020). The Integrated Communities strategy predominantly outlines supporting teachers to promote British values in schools, but this has also filtered into ESOL education (Cooke and Peutrell 2019).…”

Section: Learning British Valuesmentioning

confidence: 99%

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

Bouttell

2023

Studies in the Education of Adults

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Learning, particularly learning English is presented as a key part of integration for adult migrants in the UK. England and Scotland differ in how their policy approaches to integration include adult learning. This article aims to explore and uncover the ways in which adult education, particularly for refugees and asylum seekers is embedded and included in policy for integration of new migrants in England and Scotland. This is based on a discourse analysis of policy documents, through which themes were developed and explored. In these documents, adult education can be included in explicit ways, particularly when it comes to language learning, while informal learning is not always explicitly considered. In England, British values are highlighted as an important area for learning, while Scottish policy uses a different tone, referring to newcomers as 'New Scots'. The ways in which certain groups, particularly people seeking asylum are politically constructed, appear to impact greatly on how they are included in policy. This paper argues for the need for an explicit policy for adult learning for refugees and asylum seekers, the need to consider informal learning in policy, and identifies areas for future research in the field of adult learning relating to migration.

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Section: Learning British Valuesmentioning

confidence: 99%

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

Bouttell

2023

Studies in the Education of Adults

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“…Similar civic orientation courses -or "educational efforts", which is the terminology used in the policy in Sweden -have been established in many countries in the Western world, often mentioned as citizenship education for adult migrants (see, e.g., Joshee & Derwing, 2005;Osler, 2009;Shah, 2019). Such course initiatives often end with a citizenship test, which is not (yet) the case in Sweden.…”

Section: Civic Orientation Courses For Newly Arrived Adult Migrants In Swedenmentioning

confidence: 99%

“Swedes’ relations to their government are based on trust”

Brömssen

Milani

Spehar

et al. 2022

FECUN

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Civic orientation has become one of the dominant immigrant integration policies in western Europe, with the aim of transmitting knowledge, norms, and values, thereby furthering “integration” into the new country. However, there is a not much research regarding how the educational content is communicated and negotiated in civic orientation courses in practice. This article aims to bring more empirically based knowledge in this field. The case study discussed in this article explores one specific module, entitled “nature and environment”, in civic orientation courses for newly arrived adults in Sweden. This is done through participatory observations in the courses, both in classrooms in real life and on the internet and exploring in detail the negotiations between the civic orientation communicators and the course participants. The analyses show how a real “success story” of Sweden and its citizens is constructed through an overall discourse of Swedes high awareness of the environment and nature, not least through comparisons between geographical spaces in the world. The analyses also re-veal antagonistic voices about the content, although these are not particularly strong. We suggest that there is an urgent need to critically reflect on the aim, content, and teaching practices of civic orientation courses for newly arrived migrants, as these more seem to contribute to the Swedish nation’s reproduction of “banal nationalism”.

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Education for Citizenship: The Meanings Chilean Teachers Convey in the Neoliberal Context

2021

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This article presents the results from research into education for citizenship in which Chilean teachers participated. Ninety-nine interviews and two focal groups that included questions on knowledge, beliefs, values and practices related to education for citizenship were carried out. NVivo 12 software was used for the analysis of the discourses, following the direction similar to the grounded theory that considers elaborating free nodes, structuring categories and configuring categorical trees, according to the school’s administrative dependency. The results yield six macro-categories: School, Authoritarianism, Neoliberalism, Curriculum, Teacher Role and Citizenship. The present article analyses the Neoliberalism macro-category formed, in turn, by the following subcategories: (1) subject and resistance, (2) competitiveness and individualism in a subject that is instrumental, consumer and reproducer of the establishment, (3) commodified schools, where the economic value regards students and families as clients, (4) a culture of bureaucratization and accountability, and (5) lack of a sense of communality as a collective, supportive body. In all of them, teachers show themselves eloquently critical of the neoliberal system and of the obstacles it poses to rights, justice and democracy in the current capitalist citizenship and school.

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Citizenship education in the United Kingdom and the adult migrant

Cited by 3 publications

References 34 publications

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland

“Swedes’ relations to their government are based on trust”

Education for Citizenship: The Meanings Chilean Teachers Convey in the Neoliberal Context

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