Case Study 2 Citizenship subject specialism within a
BA Primary Education and Teaching undergraduate
programme
Mary Young, University of Chichester
Overview
It is important to highlight the importance of pedagogical approaches that question subject
boundaries and encourage a sense of criticality and reflexivity in trainee teachers. The following
case study provides an excellent example of how one institution has sought to embed the agenda
of Citizenship, with a particular emphasis on the global dimension, across the whole of their BA
Primary Education and Teaching programme. Mary Young provides here a useful overview of this
work currently being taken forward at the University of Chichester and how a range of modules
have been created that frame Citizenship as both a subject and whole school ethos. These
modules serve as a core strand of the teacher training course, linking the local to the global and
engaging future teachers with controversial and difficult issues.
Introduction
The BA Primary Education and Teaching undergraduate programme at the University of
Chichester is unusual in offering citizenship, especially the global dimensions of citizenship, as a
main subject study. This started at the University of Chichester for a number of reasons: the Head
of Primary Education, Vini Lander’s interest in the area; because Vini observed that student
teachers lacked competence and confidence in this area; and because of the particular expertise of
some colleagues.
The modules contained within the Citizenship specialism have been devised and are driven by a
small group of staff with specific interest in social justice, equalities and sustainability.
All of the modules of the course are taught through critical thinking approaches and activity-based
learning from development education methodology. Each of the modules is underpinned by
recognising and challenging assumptions and stereotypes. The students are encouraged to see
Citizenship as whole school ethos, relevant to inclusion, equalities, diversity, and sustainability, and
the essence of what education is for and about. The tutors generally aim to reflect the principles
of equality and sustainability in their own lives.
The main subject specialism of Citizenship is composed of four and a half modules. There is also
one optional module titled ‘Moral Issues’. These are briefly outlined below.
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1. Local and global citizenship
This half-module in the first year is squarely focused on linking local and global issues. For instance,
we look at the global connections of different everyday local items, such as a mobile phone, a tea
bag or a plastic biro. We also use many images and discussion activities to find similarities between
ourselves and people who are different from us, both locally and globally.
There is also focus on challenging assumed knowledge and on examining the impact of our
choices. Students are encouraged to discuss how they can change thinking and incorporate
different perspectives, for instance, we discuss Hicks’ (2006) work on preferred and probable
futures.
Student feedback: I have gained insights into social, environmental, political and moral issues
which I would not have even considered prior to this course…
Key resources/texts used within this module:
Cave, K. (1995); Greder, A. (2007); Hicks, D. (2006); Parnell, P. and Richardson, J. (2005); Wills, J.
(2001); Winter, J. (2005).
2. Inequality and disadvantage: barriers to citizenship
This full module in the first year of the BA programme addresses local and global links in terms of
wealth, poverty and inequality in the United Kingdom (UK) and across the world. Many contested
issues are raised in covering areas such as social class, ethnicity, gender and sexual orientation. We
look at the political context of inequality both in the UK and elsewhere, and one session is
specifically on poverty in the majority world: causes of and responses to it, including looking at
structural adjustment policies, world trade rules, millennium development goals (MDGs) and nongovernmental organisations (NGOs).
Student feedback: I want children to grow up in a society that values and celebrates their
diversity and an education system that enables all children to fulfil their potential. A tall
order I know but as a citizenship specialist I feel ‘armed’ to join in the struggle for equal
rights for everyone.
Key resources/texts used within this module:
Jubilee Debt Campaign (2010); Knowles, G. and Lander, V. (2011).
3. Race and ethnicity
The ‘Race and Ethnicity’ module is offered in the second year of the programme, and has proved
particularly challenging to many (particularly white) students as it deals with the academic
arguments of critical race theory, dysconscious racism and white privilege. For many students, this
requires objectivity and criticality in looking at their own lives and assumed knowledge in a new
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way. We practice responses to discriminatory language and discuss ways of tackling myths about
race and ethnicity.
Student feedback: Covering issues from global citizenship, such as fairtrade to 'race' and
ethnicity and the exclusion of [Black Minority Ethnic] BME pupils ensures that, as a
practitioner, I have the theoretical knowledge to justify my practice. This is pertinent in a
swiftly changing landscape of educational policy.
Key resource/text used within this module:
Gillborn, D. (2008)
4. Rights and responsibilities
This module looks at some of the more political aspects of citizenship, encouraging students to be
more politically aware and engaged. Local and global links are explored in this second year module
through connection to the United Nations (UN) Convention on the Rights of the Child worldwide
and by critiquing the United Nations International Children’s Emergency Fund (UNICEF) Rights
Respecting Schools (RRS) initiative in schools in the UK. We explore the political philosophy
underpinning and challenging the notion of individual rights and freedoms.
Student feedback: It is my belief that the only way you can be an effective, supportive and
outstanding teacher is to be trained to a high level in Citizenship.
Key resource/text used within this module:
UNICEF (1989)
5. Education and inequality
This is the final module of the subject specialism undertaken in year three. As such, it is reflective
of the course so far, focuses on some less well-covered aspects in more depth, and is also very
practical so that students can incorporate Citizenship in the whole school and across subject
areas. During this module, tutors model ways of introducing Citizenship in the classroom,
especially with regard to ways of encouraging children to become agents of change.
Student feedback: I believe that Citizenship should be mandatory for all trainee teachers as it
develops a personal philosophy that needs to be carried through to every part of school life.
I have found that in three short years I have changed the way I think.
Key resources/texts used within this module:
Cole, M. (ed) (2011); Ross, A. (2008); Wilkinson, R. and Pickett, K. (2010).
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6. Moral issues
This optional module in year three explores some broad themes underpinning western moral
philosophy and how these link to the classroom, including notions of authority, pupil voice, the
basis of respect and dignity, and the tensions between freedom and social and professional
responsibilities. Through interactive sessions in which classroom scenarios are explored, we seek
to examine the basis and reach of our moral and ethical standpoints.
Student feedback I think citizenship study for me can be summarised as both uncomfortable
and empowering. Uncomfortable because it raises awareness of how your own every day,
unconscious actions can exert a detrimental effect on society and the environment. It is
empowering because you are better positioned to critically evaluate the choices you and
those around you make, so that in your own limited capacity you can both promote a fairer
society and help the environment.
Key resource/text used within this module:
Sandel, M. (2007)
Planning and organisation
The modules are largely planned by tutors collaboratively in face-to-face meetings. Of the original
team of four people who were responsible for Citizenship, two remain, but associate lecturers
with similar interests and skills have been found. Currently, the subject study is staffed by four
associate lecturers; some modules are run jointly by two people, others by one person. Guest
lecturers are also invited to teach specific slots relevant to their specialisms. Changes have been
made to the course in light of suggestions from students, tutors and external examiners. The
content is now more practical across all modules than at the outset.
Current challenges are primarily concerned with adapting to a period of changing political agendas,
educational priorities and global imperatives. We also need to continue to find ways of successfully
inducting new tutors contributing to the programme with regard to the issue-based, participatory
and active teaching and learning approaches that are seen to be essential for all of the modules.
Student feedback: I can safely say hand on heart that selecting Citizenship as my subject
study has been truly life-changing. The themes and issues we have covered have had a deep
and lasting impact on the way I think about my life, our society and what my role as a
teacher is within it. Considering how to be a global citizen, and how our actions affect the
way other people live, has made me certainly question the way I live my life. I am now trying
to make more sustainable choices and also share that knowledge with others.
References
Cave, K. (1995) Something Else. London: Puffin.
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Cole, M. (ed) (2011) Education, Equality and Human Rights: Issues of Gender, ‘Race’, Sexuality and
Social Class. Oxon: Routledge.
Jubilee Debt Campaign. (2010) Getting into Debt [online]. Available from:
http://www.jubileedebtcampaign.org.uk/?lid=6281 [Accessed 25 June 2013].
Gillborn, D. (2008) Racism and Education: Coincidence or Conspiracy? Oxon: Routledge.
Greder, A. (2007) The Island. London: Allen and Unwin.
Hicks, D. (2006) Lessons for the Future: The missing dimension in education. Victoria, BC: Trafford
Publishing.
Knowles, G. & Lander, V. (2011) Diversity, Equality and Achievement in Education. London: Sage.
Parnell, P. & Richardson, J. (2005) And Tango Makes Three. London: Simon and Schuster UK Ltd.
Ross, A. (2008) A European Education: citizenship, identities and young people. Stoke-on-Trent:
Trentham Books.
Sandel, M. (2007) Justice: What is the right thing to do? Oxford New York: Oxford University Press.
Wills, J. (2001) (new ed) Susan Laughs. London: Red Fox.
Wilkinson, R. & Pickett, K. (2010) The Spirit Level. London: Penguin Books.
Winter, J. (2005) The Librarian of Basra. San Diego: Harcourt Inc.
UNICEF. (1989) The Convention on the Rights of the Child [online]. Available from: www.unicef.org/crc
[Accessed 25 June 2013].
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