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By Jack Demaine (eds.)

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Perhaps the major conclusion that applies to both national programmes of study is that there is little evidence that minority groups participated in their formulation. Until national curricula and discourses on citizenship are responsive to minority as well as majority perspectives they are likely to remain to some extent exclusive. 2 Cultural Citizenship Nick Stevenson Recent debates within cultural studies and citizenship might suggest that culture and citizenship have little in common. The term ‘culture’ is usually associated with a mix of public and private institutions including museums, libraries, schools, cinemas and the media, while more specifically being connected with the dialogic production of meaning and aesthetics through a variety of practices.

The Universal Declaration of Human Rights is designated as a ‘reference document’ for each of the four years of lower secondary school and the whole text, or extracts, are reproduced in text-books. The emphasis on human rights is thus considerably more developed in the French programme than in the English where the formulation is: Citizenship gives pupils the knowledge, skills and understanding to play an effective role in society at local, national and international levels. It helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights (QCA/DfEE, 1999).

The advice includes the following: When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils of different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn.

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