The Ajegbo report was published in and, as it states, was a response to the growing debate over the place of national identity in. ‘Age of Catastrophe’, Ajegbo Report, All Our Futures: Creativity, Culture and Education,. 24А American War of. Independence, largely avoiding a critical examination of race and racism (Osler ); this strand has since been incorporated into the curriculum. The Ajegbo report notes that.
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British values He said ajetbo should be encouraged to think critically about issues of race, ethnicity and religion with “an explicit link” to current political debates, the news and a sense of British values.
Where could pupils bring those difficult questions if not to school, he asked. E-mail this to a friend. Living together in the UK”. Low graphics Accessibility help. He commissioned the review in the wake of the London bombings. New topics for citizenship Immigration Devolution Slavery British Empire’s legacy The European Union Rule of law Democracy Equality “More can be done to strengthen the curriculum so that pupils are taught more explicitly about why British values of tolerance and respect prevail in society and how our national, regional, religious and ethnic identities have developed over time,” he said.
You couldn’t quibble with the ideas, but it was hard to see what made any of these values uniquely British. The values our children learn at school rfport shape the kind of country Britain becomes Alan Johnson, Education Secretary Sir Keith reporf Citizenship teport all about giving children the skills and convictions to influence the world around them, and many schools have been very successful at this.
Many citizenship teachers seem quite happy to take on the proposed responsibilities. They are things that are fundamental to our society. There seems to be no consensus on how issues such repot the British empire should be approached and what teaching resources should be used.
At the moment, history is optional after the age of His report says more could be done to ensure children “explore, discuss and debate their identities within their citizenship lessons”. It is Ajegbo’s prescription that has sparked off the debate. Besides which, social cohesion is achieved through empowerment rather than a discussion of values.
Citizenship became compulsory in England’s secondary schools in Yet history is no longer a compulsory subject at key stage 4, and those students who do progress to GCSE tend to be taught topic by topic, rather than in a developing narrative. Sir Keith’s report also says more needs to be done to engage white, working-class pupils with the issue of diversity. His headline solution is for a new “identity and diversity” strand to be introduced amegbo the citizenship curriculum at key stages 3 and 4, with a focus on modern British history – including topics such as the slave trade and universal suffrage – to give children a sense of how the country has evolved.
It wasn’t a question that should have caught Alan Johnson on the hop.
Send us your comments. The paradox of the integrated, multicultural society is that it is often much easier to define yourself by the tangible things that differentiate you from amegbo than by the more abstract values that unite.
How to be British
The report said it was best taught as a separate subject. For what Ajegbo actually highlighted was the poverty of many white, working-class children’s sense of identity. British history will be essential to it, said Sir Keith. The three existing planks of citizenship lessons replrt social and moral responsibility, community involvement and political literacy.
E-mail this to a friend Printable version. Thursday, 25 January If the government had expected Ajegbo – the former headteacher of Deptford Green school in south-east London – to deliver chapter and verse on how to win over the hearts and minds of Asian and Repotr schoolchildren, it was in for a shock.
BBC NEWS | UK | Education | Schools ‘must teach Britishness’
They can feel beleaguered and marginalised, finding their own identities under threat as much as minority ethnic children might not have theirs recognised. Kids need to have a sense of where they have come from, but it’s the duty of the history curriculum to provide it. Few would argue with Ajegbo’s diagnosis.
Do you think that schools should teach ‘Britishness’?
The values our children learn at school will shape the kind of country Britain becomes. Unexpected findings Resolving this dilemma is at the heart of Ajegbo’s report. Slavery The new element for citizenship lessons will be called “Identity and Diversity: Education Secretary Alan Johnson ajfgbo said schools should “play a leading role in creating repprt cohesion”. The pursuit of Britishness is really a search for cohesion, based on mutual respect.
News services Your news when you want it. A review of how schools teach citizenship found there was not enough emphasis on UK identity and history.
Alison Johnston, from the Professional Association of Teachers, said: Schools ‘must teach Britishness’.
The BBC is not responsible for the content of external internet sites. On the margins Many citizenship teachers seem quite happy to take on the proposed responsibilities. But they also warned that it might be difficult to add the new themes to an already-crowded curriculum. So last Thursday, the day Ajegbo’s report was published, when Johnson was asked, “What is Britishness? Citizenship is already compulsory in secondary schools.
Ministers see schools as a key place to promote understanding between communities and to combat intolerance and religious extremism.