Critique of citizenship education has suggested citizenship should be reconceived, not as a status, but as something that people continuously do: citizenship as practice. This article draws on a two-year ethnographic study of citizenship practices in a Scottish primary school examining how citizenship curriculum was distributed across children's…

This study uses the Aristotelian notion of "phronesis" as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which "techne" and "episteme" with their…

Purpose: In this country case study the authors undertake a comparative analysis of citizenship education across the four nations of the UK. The curriculum and contexts in England, Scotland, Wales and Northern Ireland are first described. Then the article considers how each national example engages with fundamental expectations of citizenship…

Unlike in England, where the Holocaust has been a compulsory part of the history curriculum for Key Stage 3 since 1991, the Holocaust is not mandatory in the Scottish curriculum. Therefore, Teaching and Learning about the Holocaust (TLH) in Scotland relies on the commitment of individual teachers and/or schools. Factors that impact TLH in Scotland…

This article positions rhetoric as a bridge between oracy and citizenship education. The first comparative curricular study of Scotland, Slovenia and Norway, it demonstrates shared policy aims and practical challenges in the delivery of oracy and citizenship education in these three nations. We argue that the study of rhetoric equips young…

'Global citizenship' entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both an inwardly-gazing subject of the nation state, and simultaneously an outwardly-gazing subject of…

Our partnership with a Ghanaian school is often used to promote International School Partnership (ISP) programmes. This study aims to explore our 'success story' from the perspective of our colleagues in Ghana. Do they consider our partnership to be successful or is our partner school merely serving a dominant Northern global citizenship agenda?…

Scotland and South Korea are experiencing novel challenges in educating for and about migrant populations. Through a critical discourse analysis of these nations' national curricula, we consider the guidance educators are offered in teaching about issues related to migration in increasingly diverse classrooms. Framed by theories of critical global…

This article examines how some schools with ethnically diverse student populations are teaching "about," "for," and "through" human rights. The author conducted a secondary analysis of qualitative data from a multi-site study, which included secondary schools serving students from immigrant backgrounds in four…

Over the past two decades, there has been a wide-ranging debate about the impact of citizenship education on young people's political engagement and participation across Britain. Using data from a survey of 1025 young people aged 18 years at the time of the 2010 General Election, we examined the impact that studying for a formal qualification in…

This paper shows how a significant, but short-lived, episode in Scotland's educational history--the rise and decline of Socialist Sunday Schools (SSSs) in the first half of the twentieth century--provoked controversial debates about issues that continue to have relevance today. The first half of the paper explains the origins of SSSs, their links…

This case study explores pupils' and teachers' views on using Drama Conventions during primary-secondary transition. The intervention took place during the final month of the Scottish academic year (June), in 3 associated state primary 7 classes (the last year of primary school in Scotland) with 78 pupils and 3 teachers. Forty-nine pupils…

This article offers some insights into the early life and educational experiences of the writer and educationalist Anna (Nan) Shepherd (1893-1981), with a view to exploring her legacy for contemporary educators and academics--and indeed for all those who have a stake in education. Nan Shepherd's example suggests that it is only by contemplating…

Recently, doubt has been cast on the ability of Scottish education to meet relevant Human Rights requirements relating to education. This article will outline both a means of clarification for international requirements for Human Rights Education, and an analysis of documentation outlining Scottish educational policy for compatibility with these…

Given the key drivers around citizenship education, children's rights, voice, and participation, it is essential that all children are supported to engage in the society in which they live. This article explores how McCall's Community of Philosophical Inquiry might offer that support to children who are potentially marginalised due to their…