Opening spaces for citizenship in higher education

Three initiatives in English universities

Bibliographic Data

ID4096771
AuthorsTristan Mccowan (0000-0002-0710-7519, University of London, corresponding author)
Year2012
Volume37
Issue1
Pages51-67
Publication date2012-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueStudies in Higher Education (JOURNAL)
Journal identifiersISSN: 0307-5079 • E-ISSN: 1470-174X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2010.493934
OpenAlexW2092258216
LanguageEN
Citations received11
References cited16

While there has been widespread international attention paid to the promotion of citizenship in schools, the civic dimension of higher education study has been less prominent. This article assesses three cases of provision for the teaching of citizenship in English universities, encompassing both discrete modules and embedded approaches. The cases are analysed using the framework of ‘curricular transposition’, focusing on the problematic movements from underlying ideals to realisation in practice. Findings from the studies suggest that lecturer involvement is a key factor, and that top-down initiatives are unlikely to succeed. In relation to location in the curriculum, both dedicated taught courses and whole institution approaches are seen to present distinct challenges and opportunities. Finally, implications are drawn out for the prospects of promoting democratic citizenship in higher education

Citizenship · Citizenship education · Curriculum · Democracy · Higher education · Institution · Pedagogy · Political science · Politics · Public relations · Realisation · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Higher Education Practises and Engagement · Public Administration

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