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This chapter examines the evolution of citizenship education policy in the UK and Wales, situating it within shifting political, social, and educational discourses on diversity, community cohesion, and national identity. It traces the movement along a spectrum, from the assimilationist and integrationist approaches of the 1960s and 1970s, through to multiculturalism in the 1980s to 1990s, to more explicitly anti-racist agendas in the 2000s and beyond. Key policy milestones (including the Swann (Education for All: The Report of the Inquiry into the Education of Pupils of Children from Ethnic Minority Groups, HMSO, 1985), Crick (1998), Macpherson (1999), Parekh (Rethinking multiculturalism: Cultural diversity and political theory, Macmillan, 2000), Cantle (Community cohesion: A report of the independent review team The Cantle Report London Home Office, 2001), and Ajegbo (Curriculum Review: Diversity and Citizenship London: Department for Education and Skills, 2007) reports), are critically analysed alongside subsequent developments such as the Prevent Duty, Fundamental British Values, and the Welsh Government’s Curriculum Cymreig, Donaldson Review, and Anti-Racist Wales Action Plan. The discussion highlights tensions between multicultural celebration, anti-racist structural critique, and concerns over segregation, extremism, and national identity. It contrasts the more Welsh-centric cultural orientation of citizenship education in Wales with England’s focus on minority integration and British values, emphasising the role of devolved governance. The chapter integrates psychological, sociological, and political philosophy perspectives, by exploring contact theory, tolerance, and empathy, to assess pedagogical strategies for fostering inclusion. It concludes that policy shifts are cyclical and contested, shaped by socio-political crises, media narratives, and competing visions of cohesion, and stresses the ongoing need for clear guidance, teacher support, and approaches that balance diversity recognition with shared civic participation.

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Citizenship Education: Politics and Policy

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  • 发表日期：

    2025年

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  • Wendy A. Booth

摘要

This chapter examines the evolution of citizenship education policy in the UK and Wales, situating it within shifting political, social, and educational discourses on diversity, community cohesion, and national identity. It traces the movement along a spectrum, from the assimilationist and integrationist approaches of the 1960s and 1970s, through to multiculturalism in the 1980s to 1990s, to more explicitly anti-racist agendas in the 2000s and beyond. Key policy milestones (including the Swann (Education for All: The Report of the Inquiry into the Education of Pupils of Children from Ethnic Minority Groups, HMSO, 1985), Crick (1998), Macpherson (1999), Parekh (Rethinking multiculturalism: Cultural diversity and political theory, Macmillan, 2000), Cantle (Community cohesion: A report of the independent review team The Cantle Report London Home Office, 2001), and Ajegbo (Curriculum Review: Diversity and Citizenship London: Department for Education and Skills, 2007) reports), are critically analysed alongside subsequent developments such as the Prevent Duty, Fundamental British Values, and the Welsh Government’s Curriculum Cymreig, Donaldson Review, and Anti-Racist Wales Action Plan. The discussion highlights tensions between multicultural celebration, anti-racist structural critique, and concerns over segregation, extremism, and national identity. It contrasts the more Welsh-centric cultural orientation of citizenship education in Wales with England’s focus on minority integration and British values, emphasising the role of devolved governance. The chapter integrates psychological, sociological, and political philosophy perspectives, by exploring contact theory, tolerance, and empathy, to assess pedagogical strategies for fostering inclusion. It concludes that policy shifts are cyclical and contested, shaped by socio-political crises, media narratives, and competing visions of cohesion, and stresses the ongoing need for clear guidance, teacher support, and approaches that balance diversity recognition with shared civic participation.