Developing the Citizenship-rich school as a context for addressing duties relating to cohesion, race equality, well-being and engagement Tony Breslin Chief Executive, Citizenship Foundation Duty, Duty, Duty, (‘Duty’) Conference Runnymede Trust - IOE Thursday 4th December, 2008

Areas of work A leading source of expertise, training and advice on Citizenship Education A key player in the debate on Citizenship Education, providing cutting-edge thinking to Government, policy makers and schools Experience in delivering participation and social action programmes in schools and communities across the UK Offering a citizenship perspective to debates about identity, diversity, race equality and ‘Britishness’ An extensive international programme delivered with partners such as the British Council and the Council of Europe

Aims and work strands Better Citizenship Education Effective Participation Stronger Communities Guiding principles Focused on addressing exclusion Intent on working collaboratively and as an “enabling” organisation Especially, but not exclusively, concerned with the education and empowerment of young people

Young Citizen’s Passport CPD provision and support National Youth Parliament Competition Inside Britain Citizenship Manifestos Diversity and Dialogue Life and Law in Britain Go-Givers Citizens’ Day Money, Money, Money Giving Nation Magistrates’ Court or Bar National Mock Trial Competitions Smart Thinking Rizer Youth Act! Understanding Citizenship Educational programmes, projects and publications

What do we mean by Citizenship? As a ‘brand’ As status or process As a source of personal well-being and community cohesion As a sense of identity and belonging in a ‘globalising’ world As conformist or progressive As a subject for learning As more than a subject As a new type of subject

Community Cohesion: towards a definition A ‘cohesive’ community is one where there is: A sense of community, of “looking out for each other” Respect for, and the embracing of, diversity Equality of opportunity and similar life opportunities, irrespective of background Trust in the political process and in local politicians A sense of belonging, of identifying with neighbourhood

Community Cohesion: the barriers (1) Building cohesive communities is difficult when: Tensions between achievement and inclusion are unacknowledged Individuals are cast as consumers rather than citizens Economic priorities triumph over social needs Individuals lead busy, “privatized” lives A “participation-gap” is evident Levels of segregation are high and visible Individuals feel unable to influence change and disaffected from the political process

Community Cohesion: the barriers (2) …and when: Community turbulence is high There is significant social change or the appearance of it There is a lack of agreement around the values of a shared citizenship - values based on dialogue, mutual respect and acceptance of diversity The above give rise to media myths, moral panics and distorted realities, whatever the individual’s experience

The Citizenship-rich school: A means of achieving cohesion, equality, well-being and ‘consideration’ within a unified and strategic framework? Citizenship clearly visible in the curriculum model Skills-based and learner centred models of learning Multiple experiences to ‘do’ Citizenship beyond the classroom A commitment to inclusion-first rather than attainment-first principles Widespread community participation: teachers, parents, others Institutionally engineered on Citizenship-rich principles A public champion of these principles

If the aim is “…no less than a change in the political culture of (the UK or any other society) both nationally and locally: for people to think of themselves as active citizens, willing, able and equipped to have an influence in public life…” (Crick, 1998), education for effective citizenship (and, therefore, learning that supports community cohesion, race equality, well-being and ‘consideration’) is a vital part of the project