The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education

Federico Farini

doi:10.1007/978-3-319-72673-1_9

The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education

Research output: Contribution to Book/Report › Chapter › peer-review

Abstract

In 2014 the English National Curricula for primary and secondary schools was heavily criticised for failing to value pupils’ understanding of concepts such as rights, responsibilities and the changing nature of democracy. In 2015 the Early Years Foundation Stage (EYFS) framework confirmed a teacher-centred approach, launching the idea of education in British values. In the EYFS, values such as cooperation, freedom, responsibility are presented as social skills to be learnt. Through a critical review of the curricula, this contribution challenges the pedagogical model where citizenship is to be transmitted from the adult to the child unidirectionally, in a form where citizens are manufactured. The case for an educational recognition of citizenship as a practice embedded in the day-to-day reality of children as citizens in the present is advanced

Original language	English
Title of host publication	Theorising Childhood
Subtitle of host publication	Citizenship, Rights, and Participation
Editors	Claudio Baraldi, Tom Cockburn
Place of Publication	London
Publisher	Palgrave Macmillan Ltd.
Chapter	9
Pages	187-213
Number of pages	26
ISBN (Electronic)	978-3-319-72673-1
ISBN (Print)	978-3-319-72672-4
DOIs	https://doi.org/10.1007/978-3-319-72673-1_9
Publication status	E-pub ahead of print - 24 Mar 2018

Publication series

Name	Studies in Childhood and Youth
Publisher	Palgrave Macmillan

Access to Document

10.1007/978-3-319-72673-1_9

Farini_Federico_PAL_2018_The_Child_the_Pupil_the_Citizen_Outlines_and_Perspectives_of_a_Critical_Theory_of_Citizenship_EducationAccepted author manuscript, 307 KB

Prof Federico Farini
- federico.farininorthampton.acuk
Person: Academic

6 Oral presentation
1 Invited talk

Children’s participation in early childhood: realistic, rhetorical, problematic?
Federico Farini (Speaker), Angela Scollan (Speaker) & Feng Ling Tang (Speaker)
20 Aug 2019
Activity: Academic Talks or Presentations › Oral presentation › Research

File
A three-dimensional semantic of childhood and children's rights
Federico Farini (Speaker) & Angela Scollan (Speaker)
23 Jun 2017
Activity: Academic Talks or Presentations › Oral presentation › Research

File
The complex semantic of childhood and children's rights
Federico Farini (Speaker) & Angela Scollan (Speaker)
2 Sept 2016
Activity: Academic Talks or Presentations › Oral presentation › Research
Education to Values and the Value of Education
Federico Farini (Speaker)
Nov 2016
Activity: Academic Talks or Presentations › Invited talk › Research

File

Cite this

Farini, F. (2018). The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education. In C. Baraldi, & T. Cockburn (Eds.), Theorising Childhood: Citizenship, Rights, and Participation (pp. 187-213). (Studies in Childhood and Youth). Palgrave Macmillan Ltd.. Advance online publication. https://doi.org/10.1007/978-3-319-72673-1_9

@inbook{63000af7c3244028910aba761f639cab,

title = "The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education",

abstract = "In 2014 the English National Curricula for primary and secondary schools was heavily criticised for failing to value pupils{\textquoteright} understanding of concepts such as rights, responsibilities and the changing nature of democracy. In 2015 the Early Years Foundation Stage (EYFS) framework confirmed a teacher-centred approach, launching the idea of education in British values. In the EYFS, values such as cooperation, freedom, responsibility are presented as social skills to be learnt. Through a critical review of the curricula, this contribution challenges the pedagogical model where citizenship is to be transmitted from the adult to the child unidirectionally, in a form where citizens are manufactured. The case for an educational recognition of citizenship as a practice embedded in the day-to-day reality of children as citizens in the present is advanced",

author = "Federico Farini",

year = "2018",

month = mar,

day = "24",

doi = "10.1007/978-3-319-72673-1_9",

language = "English",

isbn = "978-3-319-72672-4",

series = "Studies in Childhood and Youth",

publisher = "Palgrave Macmillan Ltd.",

pages = "187--213",

editor = "Claudio Baraldi and Tom Cockburn",

booktitle = "Theorising Childhood",

address = "United Kingdom",

}

The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education. / Farini, Federico.
Theorising Childhood: Citizenship, Rights, and Participation. ed. / Claudio Baraldi; Tom Cockburn. London: Palgrave Macmillan Ltd., 2018. p. 187-213 (Studies in Childhood and Youth).

Research output: Contribution to Book/Report › Chapter › peer-review

TY - CHAP

T1 - The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education

AU - Farini, Federico

PY - 2018/3/24

Y1 - 2018/3/24

N2 - In 2014 the English National Curricula for primary and secondary schools was heavily criticised for failing to value pupils’ understanding of concepts such as rights, responsibilities and the changing nature of democracy. In 2015 the Early Years Foundation Stage (EYFS) framework confirmed a teacher-centred approach, launching the idea of education in British values. In the EYFS, values such as cooperation, freedom, responsibility are presented as social skills to be learnt. Through a critical review of the curricula, this contribution challenges the pedagogical model where citizenship is to be transmitted from the adult to the child unidirectionally, in a form where citizens are manufactured. The case for an educational recognition of citizenship as a practice embedded in the day-to-day reality of children as citizens in the present is advanced

AB - In 2014 the English National Curricula for primary and secondary schools was heavily criticised for failing to value pupils’ understanding of concepts such as rights, responsibilities and the changing nature of democracy. In 2015 the Early Years Foundation Stage (EYFS) framework confirmed a teacher-centred approach, launching the idea of education in British values. In the EYFS, values such as cooperation, freedom, responsibility are presented as social skills to be learnt. Through a critical review of the curricula, this contribution challenges the pedagogical model where citizenship is to be transmitted from the adult to the child unidirectionally, in a form where citizens are manufactured. The case for an educational recognition of citizenship as a practice embedded in the day-to-day reality of children as citizens in the present is advanced

U2 - 10.1007/978-3-319-72673-1_9

DO - 10.1007/978-3-319-72673-1_9

M3 - Chapter

SN - 978-3-319-72672-4

T3 - Studies in Childhood and Youth

SP - 187

EP - 213

BT - Theorising Childhood

A2 - Baraldi, Claudio

A2 - Cockburn, Tom

PB - Palgrave Macmillan Ltd.

CY - London

ER -

The Child, the Pupil, the Citizen: Outlines and Perspectives of a Critical Theory of Citizenship Education

Abstract

Publication series

Access to Document

Fingerprint

Profiles

Prof Federico Farini

Activities

Children’s participation in early childhood: realistic, rhetorical, problematic?

A three-dimensional semantic of childhood and children's rights

The complex semantic of childhood and children's rights

Education to Values and the Value of Education

Cite this