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TLets572958
Citizenship and democracy in further and adult education
[Thesis]
Hopkins, Neil
Institute of Education, University of London
2012
Ph.D.
Institute of Education, University of London
2012
This thesis takes as its title, Citizenship and Democracy in Further and Adult Education. Currently,citizenship and democracy in English education is focused almost exclusively on the school sector.There is very little in the educational or philosophical literature that deals with citizenship ordemocracy from the perspective of either further or adult education.I have used key texts from political philosophy to identify the theoretical underpinnings necessaryto citizenship education and deliberative democracy in the post-compulsory sector. AlasdairMaclntyre's After Virtue (1981) offers important historical arguments for the use of social rolesregarding citizenship within specific communities. Chantal Mouffe's The Return of the Political(1993) portrays active citizenship as a site of conflict between groups. I use Macintyre and Mouffeto inform the different contexts around citizenship in further and adult education.Further and adult education broadly consist of two rich historical traditions - the 'apprenticeship'tradition in further education and the 'self-help' tradition in adult education. I make the case thatembedding citizenship education within vocational programmes in further education offers arealistic method of broadening the vocational curriculum. Citizenship within vocational educationin England is compared with Germany and France. Adult education's heritage of students creatingtheir own programmes as a form of empowerment is an appropriate model for promotingcitizenship education.Citizenship education needs to have democratic educational institutions to enable students toparticipate as citizens inside and outside of the classroom. Deliberative democracy, in the form ofJoshua Cohen's 'ideal deliberative procedure' (see Cohen in Matravers and Pike 2003), offers aneffective method of decision making based on fairness and equality that educational institutionscould adopt to ensure their procedures are democratic and participatory. The connection betweencitizenship education and democratic educational structures is an inextricable one. This is thecentral theme of my thesis.
Hopkins, Neil
Institute of Education, University of London
مطالعه متن کتاب p
[Thesis]
276903
a
Y
