The question of what knowledge should feature in the curriculum and who determines those choices is highly political. Reflecting a commitment to citizenship education as a vehicle for social justice and human rights, this volume seeks to transform how we conceptualise teaching the subject by engaging with the broad knowledge required for effective citizenship and the specific professional knowledge required for teachers.
A variety of traditions have developed around the world to promote citizenship education, but there is no established discourse addressing the role of knowledge and understanding underpinning citizenship. Educating for Citizenship begins with an accessible narrative around theories of knowledge and how they apply in citizenship education, then centres on a series of rich and detailed case studies to develop a framework that is practical and relevant to teachers in planning their curricula and pedagogy. These include contemporary issues such as climate change and sustainability, racism, human rights, peace and critical media literacy. This framework of professional knowledge will be useful for teacher educators in constructing their programmes, and for student teachers to demonstrate what knowledge underpins effective practice. It will also be a valuable source for postgraduate students and academics in the field by providing the first sustained discussion of knowledge in citizenship education.
