Diversity and Citizenship in the Curriculum: Research Review

RESEARCH

Diversity and Citizenship in the Curriculum: Research Review

Uvanney Maylor and Barbara Read, with Heather Mendick, Alistair Ross and Nicola Rollock The Institute for Policy Studies in Education London Metropolitan University

Research Report RR819

Research Report No 819

Diversity and Citizenship in the Curriculum:

Research Review

Uvanney Maylor and Barbara Read, with Heather Mendick, Alistair Ross and Nicola Rollock

The Institute for Policy Studies in Education London Metropolitan University

The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. ? London Metropolitan University 2007 ISBN 978 1 84478 875 0

1

CONTENTS

Acknowledgements

3

Executive summary

4

Introduction

11

Literature review

1

Diversity through the National Curriculum

14

2

How social identities are constructed

32

3

How British identities are constructed

37

4

National and individual identities in the National Curriculum

43

5

Developing British identities and shared values through

48

the Citizenship curriculum

6

Developing British identities through teaching the History curriculum

55

7

Educating for Citizenship through teaching mathematics

62

Case study research

8

Methodology: Case studies

64

9

Case study findings: promoting diversity through the National Curriculum

69

10

Case study findings: citizenship education, shared values and British

83

identities

11

Concluding comments

107

References

113

Appendices

Appendix A: Examples of resources for developing a diverse curriculum and promoting shared understanding of diverse groups through citizenship education

Appendix B: Key policies/debates about common British identities and citizenship

2

ACKNOWLEDGEMENTS The case study research would not have been possible without the cooperation and support of all the Headteachers and teachers, who warmly welcomed us into their schools, gave up their time to be interviewed and allowed their lessons to be observed. We would also like to thank all the pupils who participated in the focus group discussions, especially for their candid and reflective contributions. The project team would like to express gratitude to colleagues in the Institute for Policy Studies in Education, London Metropolitan University: Patricia East and Merryn Hutchings who provided invaluable support during crucial stages of the project; Andrew Craven and Teresa Carbajo Garcia who undertook effective administration of the project. We are also grateful to Liz Ison at the Department for Education and Skills for her ongoing support; and to the members of the steering group for providing a helpful forum for discussion and planning.

3

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download