'What type of citizenship
education? What type of citizen?'
Henry Maitles
Professor of Education
University of the West of Scotland
4/13/2015
BEMIS Citizenship Conference:
27 October 2011
Citizenship: humanity
Never Again
‘I am a survivor of a concentration camp. My eyes saw what
no man should witness. Gas chambers built by learned
engineers. Children poisoned by educated physicians.
Infants killed by trained nurses. Women and babies shot
and burned by high school and college graduates. So, I am
suspicious of education. My request is: help your students
become more human. Your efforts must never produce
learned monsters, skilled psychopaths, educated
Eichmanns. Reading, writing, Arithmetic are important
only if they serve to make our children more humane’.
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: democracy
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: democracy and
rights
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: enterprise?
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: social justice
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27 October 2011
Citizenship: equality
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: Islamophobia
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BEMIS Citizenship Conference:
27 October 2011
Education for citizenship:
some impacting factors
United Nations Convention on Children’s Rights
• Worries as to youth alienation
• Poverty
• ‘No such thing as society?’ or social inclusion
• Globalisation
• Devolution
• Europe
•
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: youth alienation
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BEMIS Citizenship Conference:
27 October 2011
Why Citizenship?
Why Me?
UK teens 'worst in Europe'
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BEMIS Citizenship Conference:
27 October 2011
Youth alienation? mods and
rockers
riots
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BEMIS Citizenship Conference:
27 October 2011
Youth alienation?: punks
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BEMIS Citizenship Conference:
27 October 2011
UN convention on children’s
rights:
• Article 12: ‘The right to freely express an opinion in all
matters affecting him/her and to have that opinion taken
into account’.
• Article 14: ‘The right to meet together with other children
and join and form associations’.
• Article 29: ‘The right to an education which prepares
her/him for an active responsible life as an adult in a free
society’.
• Article 31:
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‘The right to rest and leisure’.
BEMIS Citizenship Conference:
27 October 2011
Article 12 states that
children have the
right to participate in
decision making
processes that may
be relevant in their
lives and to influence
decisions taken in
their regard—within
the family, the school
or the community.
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: rights and
responsibilities
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BEMIS Citizenship Conference:
27 October 2011
Education for citizenship: fun
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BEMIS Citizenship Conference:
27 October 2011
Education for Citizenship: main
themes
Skills
•Critical thinking
•Ability to argue effectively
•Ability to challenge injustice
•Ability to act and participate in
the community
Knowledge and Understanding
•Social Justice
•Diversity
•Globalisation
•Sustainability
•Peace and Conflict
Values and Attitudes
•Sense of identity and self esteem
•Empathy
•Commitment to social justice
•Respect for diversity
•Tolerance
•Concern for the environment
•Belief that people can make a difference
(OXFA
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BEMIS Citizenship Conference:
27 October 2011
Education for Citizenship:
butterfly or caterpillar?
‘Adding wings to caterpillars does not create
butterflies - it creates awkward and
disfunctional caterpillars. Butterflies are
created through transformation’
(Stephanie Pace Marshall (1996)
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BEMIS Citizenship Conference:
27 October 2011
Implementing education for
citizenship in teaching: the cuts
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27 October 2011
Education for Citizenship:
exam pressures
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BEMIS Citizenship Conference:
27 October 2011
Citizenship: Poverty and Educational
Attainment
The research evidence
is that the best
correlation with educational
attainment is parental
Income.
BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?
One World Programme
•
•
•
•
•
•
•
All S1 (year 7) pupils (+ feeder primary pupils);
All off timetable for 12 days;
Active learning at its core;
Days 1-2: ‘Learning for Life’;
Days 3-7: ‘Citizenship in the Curriculum’;
Days 8 and 10: UNICEF activities;
Days 9 and 11: trips and workshops outside school
relating to Scotland and diversity;
• Day 12: Holocaust and Genocide day.
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BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?
Findings 1: Equality
I am in favour of full e quality for ...
100%
90%
86%
84%
80%
83%
77%
Percentage Agreeing
70%
65%
60%
60%
Survey 1
Survey 2
50%
40%
30%
20%
10%
0%
W omen
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Gay People
BEMIS Citizenship Conference:
27 October 2011
Disabled
Better Values? Better Attitudes?:
Findings 2: Multi-Ethnicity
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27 October 2011
Better Values? Better Attitudes?:
Findings 4: Challenging Racism
Challe nging Racis m
90%
80%
76%
70%
76%
66%
Percentage Agreeing
60%
50%
47%
Survey 1
Survey 2
40%
30%
20%
10%
0%
Responsibility of All
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My Responsibility
BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?:
Gender issues 4
I think w e s hould try to buy Fairtrade Goods
94%
93%
92%
91%
90%
88%
Percentage
86%
Male
Female
84%
82%
81%
81%
80%
78%
76%
74%
Survey 1
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Survey 2
BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?:
Gender issues 3
Too M any As ian Pe ople in Scotland
70%
60%
Percentage
50%
40%
Male
Female
30%
24%
21%
20%
10%
4%
2%
0%
Survey 1
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Survey 2
BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?
Gender issues 2
Too M any Englis h Pe ople in Scotland
80%
70%
60%
Percentage
50%
40%
Male
Female
36%
35%
30%
20%
10%
7%
5%
0%
Survey 1
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Survey 2
BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?
Gender issues 1
Full Equality for Gay Pe ople
100%
90%
87%
84%
80%
70%
Percentage
60%
Male
Female
50%
41%
40%
36%
30%
20%
10%
0%
Survey 1
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Survey 2
BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?
Conclusions
•
•
Overall, there is evidence of a general improvement in values and attitudes
after the pupils undertook the initiative;
the two areas that may need some examination in terms of overall strategy are
attitudes towards English people and gay people. Negative attitudes towards
both are problematic and may not be challenged anywhere in a way that other
aspects of discrimination are.
•
The gender issues are perhaps predictable from previous research from other
places but are nonetheless stark. There is going to be no easy way to deal with
this. Girls in this sample are not only outperforming boys academically but are
displaying a more balanced and sophisticated social outlook in general.
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BEMIS Citizenship Conference:
27 October 2011
Better Values? Better Attitudes?:
the research
Henry Maitles (2010): Citizenship initiatives and pupil
values: a case study of one Scottish school's
experience, Educational Review, 62,4 pp 391 – 406.
Henry Maitles and Erin McKelvie (2010): Why Does
Wearing A Yellow Bib Make Us Different?: A Case
Study of Explaining Discrimination in a West of
Scotland Secondary (High) School, Journal for
Critical Education Policy Studies, 8(1), 246-261.
http://www.jceps.com/index.php?pageID=article&articleID=183
4/13/2015
BEMIS Citizenship Conference:
27 October 2011