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By Dina Kiwan (eds.)

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In addition, what was emphasized was the importance of fostering deliberative dialogue about citizenship issues, including debates on Britishness and shared values, as opposed to inculcating shared values per se. The approach advocated was one that emphasized dialogue, drawing on students’ actual experiences of living in the UK, rather than in terms of abstract notions of Britishness or shared values. Whilst it might be argued that government policies promoting Britishness exemplify a state project that aims to ‘pedagogize’ the thinking of teachers and students, Pykett 36 Learning to be ‘British’?

2. At or above English for Speakers of Other Languages (ESOL) Entry level 3. 3. ESOL with citizenship course – for those whose English is below ESOL Entry level 3. In addition, all new citizens are required to attend a citizenship ceremony. , Kiwan, D. and Sharma, S. 2007. Curriculum Review: Diversity and Citizenship. London: DfES. 22 Introduction Brubaker, R. 1992. Citizenship and Nationhood in France and Germany. London: Harvard University Press. Canada. 2009. Waking up Canadian [online]. Government of Canada.

2010. Citizenship education and narratives of pedagogy. Citizenship Studies, 14 (6), 621–635. Qualifications and Curriculum Authority (QCA). 1998. Education for Citizenship and the Teaching of Democracy in Schools (Crick Report). London: QCA. Sassen, S. 2002. Towards post-national and de-nationalized citizenship. F. S. , Handbook of Citizenship Studies. London: Sage, 277–291. 24 Introduction Schnapper, D. 1994. La Communauté des Citoyens: Sur l’idée moderne de nation. Paris: Gallimard cited in Kiwan, N.

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