Gholami, R (2016) The art of self-making: identity and citizenship education in late-modernity. British Journal of Sociology of Education, 38 (6). pp. 798-811.

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Abstract

Taking the English National Curriculum as its main example, this article argues that an overly nationalistic, normative and ‘fact-based’ citizenship education curriculum is failing to engage the dimensions of young people’s identities which they experience as deeply meaningful. There is thus a chasm – albeit a false one – between official discourses and pedagogies of citizenship and what young people consider to be their ‘real’ selves. I argue that citizenship education must develop a more sophisticated understanding of the complexities of how identities are formed and performed, especially in light of globalisation and increasing migration. I also make a somewhat unorthodox argument for conceptualising ‘relating-to-otherness’ in the same way that we think of music consumption. This has implications for how we experience, interpret, value and create ‘others’. The article also makes some recommendations for how these ideas can begin to be implemented in educational settings.

Item Type: Article
Uncontrolled Keywords: citizenship education, self-making, performativity, consumption, identity, global citizenship
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Faculty of Humanities and Social Sciences > School of Social Science and Public Policy
Depositing User: Symplectic
Date Deposited: 14 Jun 2016 11:13
Last Modified: 11 Apr 2019 10:27
URI: http://eprints.keele.ac.uk/id/eprint/1857

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