Citizenship education in England at the cross-roads? four models of citizenship and their implications for ethnic and religious diversity

In this article, I argue that it is now particularly pertinent to examine the implications for diversity of different conceptions of citizenship, given the current socio-political climate globally, as well as the current national context in the United Kingdom. I have categorised conceptions of citizenship into four main categories—'moral', 'legal', 'participatory', and 'identity-based' conceptions. This categorisation is based on original empirical research which examined conceptions of citizenship in the policy and curriculum development process of citizenship education in England, held by the 'key players' involved, and supported by analysis of key policy and curriculum documentation (QCA, 1998, 2000, 2001). I examine the implications for ethnic and religious diversity of each of the conceptions. I argue that citizenship education's dominant 'participative' model will not be able to achieve an inclusive citizenship unless it is coupled with a modified 'identity-based' model. I propose the concept of 'institutional multiculturalism', constituted as process. This focus on a consideration of the process by which shared values can then be achieved has typically been neglected by those calling for shared values in multicultural societies. In conclusion, I outline some implications for policy, curriculum and pedagogy