|Editor||A. Ross, Citizenship Education: Europe and the World|
How well do schools prepare children as future citizens of multicultural/multilingual societies? Is teaching ‘formal democratic skills’ sufficient or should schools plan fundamental principles of a harmonious society, not as tokenistic practices, but modelled on real life situations of multi-cultural societies? This paper explores processes related to citizenship education in multicultural communities. The activities of a multilingual nursery school are explored through an adult child interactional perceptive, where the authority of an adult was developed through emotional bonding with children through carefully planned activities. Staff were aware of the importance of maintaining high level communication to carry out effective teaching. Emotional bonding activities were seen as an important step introducing strategies for more complex dialogue often shown as group conflict scenarios.