Edukacja obywatelska w Anglii – założenia, perspektywy, wyzwania

Britain is exceptional among modern Western democracies in having had citizenship education in public schools. British people have regarded themselves as “subjects” rather citizens. It has been changing recently. Due to social transformations, especially growing multiculturalism and associated social tensions, citizenship education became the core of social and political debate. After 1997, when the Labor Party came to power, the discourse of citizenship as well as citizenship education developed. The main aim of citizenship education in state schools is to build social cohesion and reduce social tension through dialogue. School curricula pay more attention to identity and cultural diversity. The aim of the paper is to present and analyse the main premises of educational policy in the context of citizenship education in public schools in England. I will also attempt to reconstruct the social and political debate on the consequences of introducing citizenship education to state schools.

Zmiany w programach kształcenia w zakresie edukacji obywatelskiej w Kanadzie

The aim of this article was to examine how the currently dominant neoliberal and neoconservative discourse is present in the sector of education. The subject of research was to show the influence of a certain ideology on the process of reformulating secondary schools curricula in Canada, especially in Ontario, and the program materials designed for adult immigrants preparing for a citizenship test. This paper explores the relationship between the neoliberal ideology present at the provincial level, where individual development and economic rationales are dominant, and the neoconservative ideology at the federal level, which recovers imperial roots of Canadian citizenship, grounded in the Anglo-Saxon tradition and colonial history.