|Editor||A. Ross, Citizenship Education: Europe and the World|
This is part of the Hungarian-Slovenian-UK study of teachers’ views of competition and cooperation. A review of educational policies in the three countries suggests these might create different conditions for the development of discourses of cooperative and/or competitive behaviour. Different policy discourses lead to different practices in teaching and learning styles. The dominant discourse of standards and targets in the English system emphasises individual learning, while in Hungary the ethos of subject knowledge leads to more competitive behaviour. In Slovenia there is a very strong and explicit policy discourse of inclusion and egalitarian behaviour, particularly so in the basic schools. These differences are reflected in the professional discourses and practices of the teachers themselves.