Investigating citizenship education in England: Perspectives of teachers and academics, and key stage 3 pupils’ self-perceived identities and citizenship

Abstract

This thesis aims to explore Citizenship Education (CE) in England by examining Key Stage 3 (KS3) students’ self-perceived identities and citizenship, encompassing their own perceptions and educators’ (teachers and academics) perspectives. Despite being the newest curriculum subject, CE is in decline in England and faces challenges, including curriculum design, teaching methods, catering for cultural diversity, and the assessment of civic engagement outcomes. Understanding and addressing these challenges is essential for enhancing the quality and effectiveness of CE in England. Employing a qualitative approach, the data was gathered from a digital journaling activity involving nine KS3 students (aged 11-14) and subsequent interviews with seven of them. Additionally, semi-structured interviews with ten secondary school teachers, spanning various subject areas, and seven academics specialising in CE were conducted. The findings reveal that KS3 students’ self-perceived identities are shaped by a combination of demographics, character traits, interests, leisure activities, and belonging. While students express a dual sense of national and global belonging, their identity formation transcends school boundaries, influenced by cultural interactions and external experiences. Given the emphasis on Subjectification (Biesta, 2022) as a core aim of education, there is a pressing need to ensure students from diverse backgrounds have equal opportunities to access CE and explore their identities. Hence, the findings highlight the importance of integrating students’ varied interests into CE frameworks. By aligning CE with students’ lived experiences, the study stresses the potential to foster more meaningful, inclusive, and engaging approaches to citizenship, particularly through a transformative CE approach (Banks, 2020). Notably, the study highlights the growing need for guidance, support, and resources in delivering citizenship topics across different subjects and CE itself, as well as reinstating government bursaries for PGCE citizenship programmes, as indicated by data from educator interviews. Although CE is a core subject in the National Curriculum, the fact that it often goes unnoticed is a pressing concern. Consequently, academics urgently advocate for greater attention to CE, as disregarding it might raise legal concerns. Unequal distribution of CE, being present in some schools and absent in others, can perpetuate inequalities and lead to injustices. A potential avenue for future research could explore comparative cases where CE is explicitly taught versus integrated into other subjects, particularly focusing on participation for deeper insights into the subject’s impact. Another valuable area of future inquiry could involve exploring students’ self-perceived identities by drawing on the definition provided within this research, situated in a postmodern context. This approach actively informs young people’s citizenship-as-practice by addressing both being in and with the world. Ultimately, this study highlights the vital role of CE in providing opportunities for young people to shape their self-perceived identity, practice their citizenship, and calls for its recognition and support within the educational landscape.