Citizenship Education And The Provision Of Schooling: A Systematic Review Of

ABSTRACT This paper summarises the findings of a systematic review of empirical evidence that can inform the manner in which citizenship education is implemented in schools, particularly in relation to curriculum construction and development, learning and teaching leadership and management, school ethos and community relations and teacher learning, knowledge and practice. The evidence gathered by this review process makes a significant contribution to knowledge about the implementation of citizenship education, for policy, practice and research. The implications of the review are significant for teacher education and professional learning. This learning has to do with three main facets of professional education: (i) the development of a set of values consistent with a vision for citizenship education (ii) the development of a body of knowledge relevant for being an educator in contemporary society- knowledge concerned with ethical understanding and processes of social change (iii) the development of professional skills around a pedagogy for citizenship education, including an awareness of educational policies and practices which support inclusion and the involvement of every child in the learning process. Genuine participation in the learning process by teachers and students requires school-based decision-making and this is likely to lead to local differences, requiring a policy that encourages diversity rather than uniformity. Citizenship education requires teachers to use and trust their own professional judgement, working within a culture of professional responsibility rather than only within a culture of technical accountability