Towards a framework for critical citizenship education

Abstract

Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.

Keywords:

• citizen participation
• citizenship education
• critical pedagogy
• critical thinking

Acknowledgments

Sincere thanks to all who provided comments and feedback on this article, in particular Bob Adamson, John Cogan, Joan DeJaeghere, David Grossman, Christine Han, Jeremy Hayward and Esther Morris. Thanks also to an anonymous reviewer who provided clear critical comments upon a first draft. This work was supported by the Economic and Social Research Council [grant number ES/G018812/1].

Notes

1. The theorists of the Frankfurt School themselves constructed the concept of ‘the authoritarian personality’ (Adorno et al. 1950) from a psychoanalytical rather than an economic perspective.

2. Differences between the models do exist. For example, Westheimer and Kahne's ‘participatory citizen’ (2004) would most likely be much more socially aware than Veugelers' (‘individualistic citizen’ (2007)).