National Curriculum for Citizenship in England: Social Foundations, Strands and Essential Elements

Year 2017, Volume: 7 Issue: 2, 373 - 395, 09.08.2017

Gökhan Önal Cemil Öztürk , Seyfi Kenan

https://doi.org/10.18039/ajesi.333740

Cited By: 1

Abstract

Although
citizenship education in England has been a statutory subject in the National
Curriculum since 2002, schools have had independence in setting their own
teaching programmes for the subject since a revision made in 2010. This led to
different programmes being applied in almost every school and Citizenship became
a school-specific subject. The purpose of this study is to discuss the social
foundations, common strands and essential elements of the different citizenship
education programmes in three secondary schools visited in London. Document
analyses method was used in this qualitative research. The main documents
reviewed for this study include the Crick Report (1998), the Ajegbo Report
(2007), and the 2002, 2008 and 2013 Citizenship programmes. Citizenship
programmes at three different public secondary schools in London were also
reviewed. It is significant that there were still four common strands of the
programmes in the schools visited even though each school can independently set
their own programmes. These common strands were: rights and responsibilities, social
participation, government and democracy, identities and differences.
Additionally, these schools also had three common essential elements in the
programmes: concepts, values and dispositions, skills and aptitudes. In spite
of the revision made in 2010, schools are still following the recommendations
of the Crick (1998) and Ajegbo Report (2007) on citizenship education. It is
also noteworthy that the process of seeking a solution to certain social
problems was the key for the introduction of citizenship education and
revisions of the programmes in the years following 2002.

Keywords

England’s citizenship education, Programme, Social foundations, Strands, Elements

İngiltere Vatandaşlık Eğitimi Programı: Toplumsal Temelleri, Boyutları ve Temel Bileşenleri

Abstract

İngiltere’de
vatandaşlık dersi her ne kadar 2002 yılından itibaren Ulusal Programda zorunlu
dersler arasında yer alsa da 2010 yılında yapılan değişiklikle okullar bu dersi
kendi istedikleri şekilde uygulayabilmektedir. Bu durum, vatandaşlık dersini
farklı öğretim programı ve uygulamaların görüldüğü her bir okula özgü olan bir
derse dönüştürmüştür. Bu çalışmanın amacı, Londra’da ziyaret edilen üç
ilköğretim okulundaki farklı vatandaşlık öğretim programlarının toplumsal
temellerini, ortak boyutlarını ve temel bileşenlerini değerlendirmektir. Bu
çalışma, nitel bir araştırma olup araştırmada doküman
incelemesi yöntemi kullanılmıştır. Çalışma
kapsamında; Crick Raporu (1998), 2002 programı, Ajegbo Raporu (2007), 2008
programı, 2014 programı ve üç okulun öğretim programı belgeleri incelenmiştir.
Araştırma bulgularına bakıldığı zaman, okullarda her ne kadar bir birinden
farklılaşan programlar uygulansa da vatandaşlık öğretim programlarının ortak
dört boyutunun olduğu anlaşılmaktadır. Bunlar; haklar ve sorumluluklar,
toplumsal katılım, hükümet ve demokrasi, kimlikler ve farklılıklar. Bunların
yanında; kavramlar, değerler ve eğilimler, beceri ve yetenekler olmak üzere
programların üç temel bileşeni vardır. Bu boyutlar ve temel bileşenler, 2010 ve
sonrasında yapılan değişikliklere rağmen, okulların Crick Raporu (1998) ve Ajegbo Raporu (2007)’nun vatandaşlık eğitimi ile
ilgili önerilerini takip ettiklerini göstermesi bakımından önemlidir. Ayrıca,
vatandaşlık eğitiminin ilk kez zorunlu olmasında ve sonrasında programda
yapılan değişikliklerde, dönemin toplumsal gelişmelerinin belirgin bir şekilde
programın boyutlarını etkilediği görülmüştür.

Keywords

İngiltere vatandaşlık eğitimi, Program, Toplumsal temeller, Boyutlar, Bileşenler

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