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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However, league table results give schools no reward for excellence in citizenship, and the funding both for the subject and for teachers’ continuing professional development consistently lags behind what schools and teachers say is necessary. Living together in the UK”. The values our children learn at school will shape the kind of country Britain becomes Alan Johnson, Education Secretary.
Do you think that schools should teach ‘Britishness’? The report said it was best taught as a separate subject. You couldn’t quibble with the ideas, but it was hard to see what made any of these values uniquely British. The BBC is not responsible for the content of external internet sites. News services Your news when you want it. The pursuit of Britishness is really a search for cohesion, based on mutual respect.
They can feel beleaguered and marginalised, finding their own identities under threat as much as minority ethnic children might not have theirs recognised. Chris Davies, Amersham Send us your comments. Nick Johnson, from the Commission for Racial Equality welcomed the report: His headline solution is for a new “identity and diversity” strand to be introduced into 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.
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 others than by the more abstract values that unite. Many indigenous white pupils have negative perceptions of their own identity.
Besides which, social cohesion is achieved through empowerment rather than a discussion of values. I’ve no problem with bringing history into citizenship lessons when discussing asylum seekers, but the July 7 bombings weren’t about values, they were about politics.
The three existing planks of citizenship lessons are social and moral responsibility, community involvement and political literacy. Resolving this dilemma is at the heart of Ajegbo’s report. E-mail this to a friend. The values our children learn at school will shape the kind of country Britain becomes.
Last year schools inspectors Ofsted said the subject was taught badly in one in four schools in England. For what Ajegbo actually highlighted was the poverty of many white, working-class children’s sense of identity. Thursday, 25 January There seems to be no consensus on how issues such as the British empire should be approached and what teaching resources should be used.
A review of how schools teach citizenship found there was not enough emphasis on UK identity and history. The report, by Sir Keith Ajegbo, says pupils should study free ajjegbo, the rule of law, mutual tolerance reoprt respect for equal rights.
In some communities schools are the only places where students are encouraged to embrace xjegbo, tolerance and understanding, and they are working against the prejudices instilled in children by others.
How to be British | Education | The Guardian
He commissioned the review in the wake of the London bombings. British history will be essential to it, said Sir Keith. Citizenship became compulsory in England’s secondary schools in Alison Johnston, from the Professional Association of Teachers, said: Welcoming the report, Mr Johnson announced it would become compulsory for secondary school pupils up to the age of 16 to learn about shared values and life in the UK in their citizenship lessons.
Education Secretary Alan Johnson has said schools should “play a leading role in creating community cohesion”. The guerilla plant How the world’s oldest clove tree defied an empire. Schools can give distinct lessons on the subject or introduce elements of it in various lessons. It wasn’t a question that should have caught Alan Johnson on the hop. It is Ajegbo’s prescription that has rpeort off the debate.
How to be British
It says white pupils can feel disenfranchised as much as pupils from other ethnic backgrounds. Understanding the make up of the UK and the recent history of Britain was crucial, he said. Low ajjegbo Accessibility help. On the margins Many citizenship teachers seem quite happy to take on the proposed responsibilities.
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 African-Caribbean schoolchildren, it was in for a shock.
His report says more could be done to ensure children “explore, discuss and debate their identities within their citizenship lessons”. Chris Davies, Amersham Send us your comments Sir Keith said citizenship lessons had been introduced as a response to political apathy but ajebbo was now time to broaden their remit. Send us your comments.
At the moment, history is optional after the age of But they also warned that it might be difficult to add the new themes to an already-crowded curriculum. After all, it was the secretary of state for education who, as a response to the Deport bombings of Julylast year commissioned Sir Keith Ajegbo to write a review of diversity in schools, amid concerns about growing disaffection among some ethnic minority groups.
How dare they try to teach Britishness in only English schools! Unexpected findings Resolving this dilemma is at the heart of Ajegbo’s report. Schools ‘must teach Britishness’.
E-mail this to a friend Printable version. 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.