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dc.contributor.authorKeddie, Amandaen_US
dc.date.accessioned2017-05-03T11:47:23Z
dc.date.available2017-05-03T11:47:23Z
dc.date.issued2008en_US
dc.date.modified2010-02-23T06:21:34Z
dc.identifier.issn0305764Xen_US
dc.identifier.doi10.1080/03057640802063148en_AU
dc.identifier.urihttp://hdl.handle.net/10072/28873
dc.description.abstractExploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher - one who 'acts against the grain' of the inequities and injustices of the social world - this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well-defined personal philosophies about justice and the 'common good' and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or 'maximal' intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeCambridge, Eng.en_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom171en_US
dc.relation.ispartofpageto185en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalCambridge Journal of Educationen_US
dc.relation.ispartofvolume38en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleEngaging the 'maximal' intentions of the citizenship curriculum: one teacher's storyen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2008
gro.hasfulltextNo Full Text


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