Citizenship Education and narratives of pedagogy

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dc.contributor.author Pykett, Jessica
dc.date.accessioned 2011-11-01T12:49:05Z
dc.date.available 2011-11-01T12:49:05Z
dc.date.issued 2011-11-01
dc.identifier.citation Pykett , J 2011 , ' Citizenship Education and narratives of pedagogy ' Citizenship Studies , pp. 621-635 . en
dc.identifier.issn 1469-3593
dc.identifier.other PURE: 172888
dc.identifier.other dspace: 2160/7658
dc.identifier.uri http://hdl.handle.net/2160/7658
dc.description Pykett, J. (2010). Citizenship Education and narratives of pedagogy. Citizenship Studies, 14 (6), 621-635. Special Issue. en
dc.description.abstract This paper argues that the concept of the 'pedagogical state' (Hunter 1994, Kaplan 2007) can be employed to better understand the cultural practices of governing through pedagogical means, and the evolving pedagogical relationship between state and citizen. The introduction of statutory Citizenship Education lessons in secondary schools in England in 2002 is used as a case study through which to develop the idea of the pedagogical state. It is argued that Citizenship Education makes manifest practices of citizen-formation, opens up a space in which teachers and pupils actively negotiate the tensions between freedom and government, and evokes a response which is often characterised by public scepticism. In this sense, it is inadequate to identify educational reforms and resultant citizen subjectivities as straightforwardly neoliberal without paying attention to the deeper and wider characteristics of pedagogical power. en
dc.format.extent 15 en
dc.language.iso eng
dc.relation.ispartof Citizenship Studies en
dc.title Citizenship Education and narratives of pedagogy en
dc.type Text en
dc.type.publicationtype Article (Journal) en
dc.contributor.institution Institute of Geography & Earth Sciences en
dc.contributor.institution New Political Geographies en
dc.description.status Peer reviewed en


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