PSHE and citizenship for ages 7-9. Thought-provoking activities to engage and inspire.

Contiene actividades para ayudar a los alumnos a indagar en sus actitudes, valores y creencias, así como en los de los demás y a desarrollar habilidades sobre comunicación y alfabetización emocional. También, incluye otros aspectos relacionados con la ciudadanía y la Personal Social and Health Education (PSHE) no reglados en el plan de estudios y ofrece muchas técnicas de aprendizaje activo para provocar debates y proporcionar a los alumnos oportunidades para la discusión de temas entre ellos.

Religious and spiritual identity and citizenship education in the UK

If education is to be about ‘human flourishing’ (De Ruyter, 2004) as well as preparation for adulthood and work, then religious and citizenship education would seem to have a key contribution towards this goal, both offering opportunities for the exploration and development of a robust sense of identity. However, despite the opposition of most religious educators, religious education has been treated by successive UK governments simply as a form of inculcation into a homogenous notion of citizenship based on nominal church attendance. Moreover, the teaching of the relatively new subject of citizenship education, whilst recognising that the sense of identity and allegiance is complex, has not regularly included faith perspectives. I argue that the concept of ‘spiritual development’, which centres on an existential sense of identity, offers a justification for combining lessons in both religious and citizenship education. I conclude on a cautionary note, arguing that pupils need to be given a critical awareness of ways in which such identities can be provided for them by default, particularly since consumer culture increasingly makes use of ‘spiritual’ language and imagery.

ELMs disease? Corporatism, stewardship and citizenship in the English countryside

Varying concepts of citizenship, implicit within policy providing countryside access opportunities in England and the sometimes contrasting political rhetoric concerning citizenship, are evaluated here. The focus for this paper surrounds the Countryside Stewardship Scheme and, generically, the access elements of Environmental Land Management schemes (ELMs) and the implications of the 1994 Criminal Justice and Public Order Act in this context. Policy formulation in respect of countryside access may not be prepared considering the philosophical implications for citizens rights or property rights constructions. However, it is hypothesized that particular modes of regulation and commodification (of certain countryside goods) are imbued with certain values which reflect a neo-Liberal political philosophy. This view is contextualized within present theoretical debates concerning rural society.

Equity, development and citizenship: abridged edition

Includes bibliography

Equity, development and citizenship

Includes bibliography

Local Knowedge and Citizenship: the communitarian health agents

Discussions about the new meaning of citizenship, valuing differences and respecting knowledge diversity bring the question of how public policies can be locally rooted to ensure access to diversity. This is evident when we deal with health policies, where the interaction between implementers and beneficiaries is essential to understand the results of the policy. The Family Health Program (FHP) has tried to change the relationship between state and society, bringing health professionals with the daily experienced by the users where there is (re) production of the components that lead to insecurity, poor health and disease. To analyse this kind of policy we must take into account the interaction processes and the practices of the actors involved in the FHP implementation. This article aims to analyze the role of Health Communitarian Agents (HCA) as FHP implementers. Through ethnographic research followed the practices of ACS in different cities, we seek to understand how they deal with their different knowledge, enable and disable referrals and adapt action to enact the program. We want to understand how they use mediations and interactions in their practices and built policies locally rooted, constructing alternative ways to implement these policies.

Childrens Participation and Citizenship in a Global Age. Empowerment, Tokenism or Discriminatory Disciplining?

This article explores children’s participation and citizenship, taking its point of departure in the empirical observation of a paradox: On the hand there is a general participatory climate and a growing commitment to empowerment of children, and on the other hand some children’s experience of discrimination, disciplining and distrust. The analysis is structured into three main parts: 1) Participation, approached from Hart’s Ladder of Participation and Bourdieu’s theorizing of power dynamics; 2) Rights, using Marshall’s tripartite conceptualization, namely civil rights, political rights and social rights, supplemented by a discussion of the right to care and cultural rights; and 3) Identity, theorized using Delanty’s conceptualization of citizenship as a learning process The article concludes that children’s citizenship, and the initiatives that are accounted for as facilitating their well being and participation though social work, too often tend towards tokenism if not discriminatory disciplining and exclusion, rather than empowerment, due to political, organisational and discursively shaped power relations.