|Editor||Alistair Ross, Curricula for Citizenship in Europe|
There is an apparent agreement that educational systems should be engaged in some form of citizenship education, and that it is important that young people learn about and understand the society in which they live (including its economy and political processes). But this does not directly translate into a curriculum and a set of pedagogic processes. This paper argues that there are different intentions hidden within this agreement. Do we want young people to know about and understand society and its institutions? Or do we want them to have the capacity to act as 'good' citizens and members of society? Or do we want them to be reflective and critical participants? Most people would say that all three elements are desirable - but would stress one aspect over the others. These three possible outcomes reflect different curricular traditions, and will lead to different kinds of pedagogic discourse. This paper considers these three forms of curricula from the point of view of firstly, the curricula that they imply for children and young people, and secondly, the curricula that is consequently implied for the teachers who will work with these children and young people.