Citizenship Education in the United Kingdom and the Adult Migrant

Autor/in	Shah, Qasir
Titel	Citizenship Education in the United Kingdom and the Adult Migrant
Quelle	In: Education, Citizenship and Social Justice, 15 (2020) 3, S.213-226 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shah, Qasir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197919837829
Schlagwörter	Foreign Countries; Citizenship Education; Adult Education; English (Second Language); Immigrants; Citizen Participation; Democracy; Educational Policy; Educational Legislation; Language Proficiency; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Demokratie; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Language skill; Language skills; Sprachkompetenz; Großbritannien
Abstract	This article explores the policy reasons behind Adult ESOL Citizenship Education in the United Kingdom and then examines whether Adult ESOL Citizenship Education adequately prepares migrants for active citizenship in T.H. McLaughlin's "'maximal' sense": involving active political participation premised upon a shared concept of democratic culture underpinned by rights and obligations. It argues that Adult ESOL Citizenship Education, as envisaged by Bernard Crick and Terence McLaughlin, has fallen short of its maximal conceptualisation due to the watering down of citizenship education and Adult ESOL Citizenship Education in preference to Fundamental British Values, and the Crick reports' 'light touch' to their implementation. The article calls for a need to reassert the reality of the modern nation as pluralistic and rejects the current drive towards monism. It also argues that Adult ESOL Citizenship Education is unlikely to deliver social cohesion and integration, or an actively participatory citizenry, unless issues of social justice and equity are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01