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- Hugh Starkey is Professor of Citizenship and Human Rights Education at UCL Institute of Education, London and foundin... moreHugh Starkey is Professor of Citizenship and Human Rights Education at UCL Institute of Education, London and founding co-director of the International Centre for Education and Democratic Citizenship (ICEDC). He is editor of London Review of Education. His doctoral students and academic visitors past and present investigate dimensions of citizenship / human rights / democracy and education in contexts including: China, Cyprus, Japan, Korea, Lebanon, Mexico, Palestine, Turkey, UK.edit
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Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and... more
Citizenship education, defined as learning to live together, requires agreement on certain common principles. One central purpose of a state education system is the transmission of common normative standards such as the human rights and fundamental freedoms that underpin liberal democratic societies. The paper identifies the conceptual roots of the Universal Declaration of Human Rights (UDHR) in the sociological concept of utopia and Enlightenment cosmopolitanism. In the UDHR, the vision of freedoms that may promote human flourishing provides a precise way of conceptualising limits on state power. Whilst human rights is not a general theory, the concept has the hugely beneficial property of enabling people whose value systems are diverse and apparently incompatible, nonetheless to recognise and accept common standards and principles that make living in society possible. The implications of this are that human rights education is rightfully recognised as an essential component of citizenship education.
Keywords
Human rights, cosmopolitanism, utopia, citizenship, education, democracy
Keywords
Human rights, cosmopolitanism, utopia, citizenship, education, democracy
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Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people... more
Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are
often presented in justifying citizenship education. Extending political theorist David Held’s model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They explore the features of education for citizenship in the context of globalisation, noting that citizenship education addresses local, national, regional and global issues. Such a perspective is critical in preparing
young people to live together in increasingly diverse local communities and an interdependent world. The authors report on research carried out with young people living in multicultural communities in Leicester, UK, to explore understandings of community and levels of civic engagement. They explore the multiple identities and loyalties of these young people and identify sites of learning for citizenship in homes and communities. Drawing on these findings, the article concludes that a re-conceptualised education for cosmopolitan citizenship needs to address peace, human rights, democracy and development, equipping young people to make a difference at all levels, from the local to the global.
often presented in justifying citizenship education. Extending political theorist David Held’s model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They explore the features of education for citizenship in the context of globalisation, noting that citizenship education addresses local, national, regional and global issues. Such a perspective is critical in preparing
young people to live together in increasingly diverse local communities and an interdependent world. The authors report on research carried out with young people living in multicultural communities in Leicester, UK, to explore understandings of community and levels of civic engagement. They explore the multiple identities and loyalties of these young people and identify sites of learning for citizenship in homes and communities. Drawing on these findings, the article concludes that a re-conceptualised education for cosmopolitan citizenship needs to address peace, human rights, democracy and development, equipping young people to make a difference at all levels, from the local to the global.
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ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current... more
ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a ...
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ABSTRACT Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of... more
ABSTRACT Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are often presented ...
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In the late 1990s both the British and the French governments gave new impetus to citizenship education. This article examines the theories and world views that under-pin the formal syllabuses for citizenship education in England and... more
In the late 1990s both the British and the French governments gave new impetus to citizenship education. This article examines the theories and world views that under-pin the formal syllabuses for citizenship education in England and France. It notes that whereas the English ...
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1 Citizenship, Human Rights and Cultural Diversity Audrey Osier and Hugh Starkey This chapter attempts to situate the introduction of Citizenship to schools in England, within a wider debate about the development of a vision of a... more
1 Citizenship, Human Rights and Cultural Diversity Audrey Osier and Hugh Starkey This chapter attempts to situate the introduction of Citizenship to schools in England, within a wider debate about the development of a vision of a multicultural Britain within a multicultural Europe. ...
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... by Audrey Osler and Hugh Starkey Centre for Citizenship and Human Rights Education University of Leeds, UK and ... 3 December 2004 Professor Audrey Osler Email: AHOsler@leeds. ac.uk Dr Hugh Starkey Email: H.Starkey@ioe.ac.uk Page 2.... more
... by Audrey Osler and Hugh Starkey Centre for Citizenship and Human Rights Education University of Leeds, UK and ... 3 December 2004 Professor Audrey Osler Email: AHOsler@leeds. ac.uk Dr Hugh Starkey Email: H.Starkey@ioe.ac.uk Page 2. ii Contents ...
Starkey, Hugh and Osler, Audrey (2008) Education for Cosmopolitan Citizenship. In: The Making of Citizens in Europe: New Perspectives on Citizenship Education. Bundeszentrale für politische Bildung (BPB)(German Federal Agency for Civic... more
Starkey, Hugh and Osler, Audrey (2008) Education for Cosmopolitan Citizenship. In: The Making of Citizens in Europe: New Perspectives on Citizenship Education. Bundeszentrale für politische Bildung (BPB)(German Federal Agency for Civic Education), Berlin, pp. 204-...
Human Rights, Responsibilities and Values in Education. Osler, Audrey and Starkey, Hugh (2001) Human Rights, Responsibilities and Values in Education. In: Values and Culture in Education. World Yearbook of Education . Kogan Page, pp.... more
Human Rights, Responsibilities and Values in Education. Osler, Audrey and Starkey, Hugh (2001) Human Rights, Responsibilities and Values in Education. In: Values and Culture in Education. World Yearbook of Education . Kogan Page, pp. 85-106. ISBN 0-7494-3472-4. ...
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Osler, Audrey and Starkey, Hugh (2002) Learning to live together: young people as cosmopolitan citizens. In: Education et vivre ensemble: La problématique du vivre ensemble dans les curricula Actes de colloque de Genève, 3-4 septembre... more
Osler, Audrey and Starkey, Hugh (2002) Learning to live together: young people as cosmopolitan citizens. In: Education et vivre ensemble: La problématique du vivre ensemble dans les curricula Actes de colloque de Genève, 3-4 septembre 2001. Service de la ...
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Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la VII Reunión Hemisférica celebrada los días 17 y 18 de febrero de 2005. El objetivo de este estudio es ofrecer una perspectiva general... more
Este documento fue comisionado por la Red de Educación del Diálogo Regional de Política para la VII Reunión Hemisférica celebrada los días 17 y 18 de febrero de 2005. El objetivo de este estudio es ofrecer una perspectiva general detallada del progreso hecho por los países industrializados en el área de educación cívica basada en la escuela, que identifica las
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Citizenship education engages with living together in diverse societies where democracy provides a framework for lively struggles against discrimination by gender, ethnicity, class or sexuality. Drawing lessons from historic struggles... more
Citizenship education engages with living together in diverse societies where democracy provides a framework for lively struggles against discrimination by gender, ethnicity, class or sexuality. Drawing lessons from historic struggles against racist structures and ideologies, I note that leaders such as Mandela, King and Malcolm X invoked the Universal Declaration of Human Rights to invite solidarity, linking local and global communities in common citizenship. I examine some pedagogical challenges raised by earlier attempts to challenge narrowly nationalist perspectives. Education for cosmopolitan citizenship provides expression for multiple voices and promotes common standards that both include and transcend so-called fundamental British values.
Available from Trentham Books/IOE Press at: https://ioepress.co.uk/books/social-justice-equality-and-human-rights/teachers-and-human-rights-education/
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The Council of Europe has a long and well established tradition of influence on the aims and methods of language teaching. It has pursued through its publications the development of language teaching to meet the needs of the contemporary... more
The Council of Europe has a long and well established tradition of influence on the aims and methods of language teaching. It has pursued through its publications the development of language teaching to meet the needs of the contemporary world. The most recent publications in ...
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This paper argues that there is often tension between language learning policies that promote intercultural communication and persistent traditions of language teaching that identify languages with national cultures. Interviews with... more
This paper argues that there is often tension between language learning policies that promote intercultural communication and persistent traditions of language teaching that identify languages with national cultures. Interviews with teachers confirm these tensions, revealing that the ...
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ABSTRACT Political education may occur within skills-based subjects such as foreign languages. However, this may be problematic in that learners wish to develop linguistic rather than political skills, and teachers are unprepared... more
ABSTRACT Political education may occur within skills-based subjects such as foreign languages. However, this may be problematic in that learners wish to develop linguistic rather than political skills, and teachers are unprepared political educators. A language course ...
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... The horizontal axis is constructed on notions of identity, namely the racism of identities in con¯ict and the racism of identity in tension with modernity. Social ... The ®nal site is that of identities in tension with modernity.... more
... The horizontal axis is constructed on notions of identity, namely the racism of identities in con¯ict and the racism of identity in tension with modernity. Social ... The ®nal site is that of identities in tension with modernity. Modernising ...
Research Interests: Multiculturalism, French Studies, Distance Education, Race and Racism, Intercultural Education, and 9 moreLanguage Learning and Identity, French Language Teaching, Cultural Diversity, Distance Learning, Language Learning, Open University, Foreign language learning, World Heritage Studies, and Adult learner
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About the book: This authoritative A-Z resource features 160 entries and 35 overview chapters on contemporary and historical language teaching throughout the world. The entries, by international specialists, cover teaching in particular... more
About the book: This authoritative A-Z resource features 160 entries and 35 overview chapters on contemporary and historical language teaching throughout the world. The entries, by international specialists, cover teaching in particular countries and in a range of specific languages. Themes covered include: methods and materials; assessment and testing; contexts and concepts; related disciplines, such as psychology and sociolinguistics. The encyclopedia also covers the teaching of languages in countries around the world, and deals with a wide range of specific languages such as Japanese, Chinese, and Arabic, as well as English, French, German and Spanish.
Trentham Books Limited Westview House 22883 Quicksilver Drive 734 London Road Sterling Oakhill VA 20166-2012 Stoke on Trent USA Staffordshire England ST4 5NP © 2005 Audrey Osier and Hugh Starkey All rights reserved. No part of this... more
Trentham Books Limited Westview House 22883 Quicksilver Drive 734 London Road Sterling Oakhill VA 20166-2012 Stoke on Trent USA Staffordshire England ST4 5NP © 2005 Audrey Osier and Hugh Starkey All rights reserved. No part of this publication may be reproduced ...
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In this chapter I argue that, as the statement above from the National Curriculum for England indicates, language learning has a pre-eminent role in the education of citizens. Such an assertion challenges practices, reinforced by the... more
In this chapter I argue that, as the statement above from the National Curriculum for England indicates, language learning has a pre-eminent role in the education of citizens. Such an assertion challenges practices, reinforced by the Programmes of Study for the National ...
... It is also a question of applying key concepts, such as those in the Citizenship curriculum above, to the reading and discussion of the texts. Both the CDA and the Cultural Studies approaches help to develop what Byram (1997: 63-4)... more
... It is also a question of applying key concepts, such as those in the Citizenship curriculum above, to the reading and discussion of the texts. Both the CDA and the Cultural Studies approaches help to develop what Byram (1997: 63-4) characterises as' critical cultural awareness'. ...
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This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on... more
This article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call 'pedagogical research approaches' built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data.
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This paper examines media discourses in France and in Britain relating to young people, violence and disaffection in schools, setting these within the framework of the UN Convention on the Rights of the Child, which emphasises young... more
This paper examines media discourses in France and in Britain relating to young people, violence and disaffection in schools, setting these within the framework of the UN Convention on the Rights of the Child, which emphasises young people's participation rights. It analyses policy initiatives developed since 1997 in each country to address concerns about young people, disaffection and violence, examining these in the light of research evidence. It considers how public policies are variously shaped by research findings and by media representations. In France, attempts to reduce violence in schools have been accompanied by recognition that schools structurally produce disaffection and violence. In England there has been a shift in policy discourses. In 1997 the primary emphasis was social inclusion, but greater weight has since been given to the need to combat crime. (Male) youth disaffection is linked to crime. Policies addressing standards and achievement have been prioritised over policies to combat social exclusion. In both countries researchers and the media give particular attention to urban communities where minority ethnic communities live. Individual schools are labelled as failing and large numbers of young people are excluded or marginalised. In both countries minority ethnic students are over-represented among those formally excluded from mainstream education and in the least popular, most stigmatised, schools and classes. Violence and disadvantage are effectively institutionalised. Discourses in each country are racialised and disaffection is associated with minorities. Yet both countries offer universalist rather than targeted policy responses. Opportunities for student participation in school decision-making are limited.
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This paper reviews research on learner and tutor interaction in asynchronous computer‐mediated (ACM) conferences used in distance learning. The authors note claims made for the potential of ACM conferences to promote higher‐order critical... more
This paper reviews research on learner and tutor interaction in asynchronous computer‐mediated (ACM) conferences used in distance learning. The authors note claims made for the potential of ACM conferences to promote higher‐order critical inquiry and the social construction of knowledge, and argue that there is a general lack of evidence regarding the actual achievement of these aims in such conferences. We present and discuss the relevant research literature currently available on the effects of social presence, the tutor’s teaching and moderating strategies, and task type. The paper concludes with recommendations for future research in each of these areas.
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ABSTRACT Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights... more
ABSTRACT Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights ethic should be a feature of all schools within ...
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Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights ethic... more
Human rights education is an essential part of preparation for participation in a pluralistic democracy. As Europe aspires to be a continent of democratic states accepting human rights as their basic principles, a human rights ethic should be a feature of all schools within Europe. Human rights education provides an ethical and moral framework for living in community. Moreover, this ethical position is backed in Europe by the powerful legal framework of the European Convention on Human Rights. This paper describes the features of two teachers' human rights education courses based on a structure proposed by Richardson. Both explore the relationship between moral and legal aspects of human rights teaching. The Council of Europe Recommendation on Teaching and Learning about Human Rights in Schools identifies three broad dimensions of human rights education, namely: skills, knowledge and feelings. The latter affective dimension, as well as facts and pedagogy, is critical to successful teacher education in human rights.
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The apparently straightforward task of devising some teaching materials on'world poverty'for 15 to 16-year-old CSE candidates, as the first unit of the Ely Material on World Studies Project, proved in fact to present... more
The apparently straightforward task of devising some teaching materials on'world poverty'for 15 to 16-year-old CSE candidates, as the first unit of the Ely Material on World Studies Project, proved in fact to present considerable difficulties. The title itself eventually seemed ...
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Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism,... more
Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention,
inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of
information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.
inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of
information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education.
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Religious education refers to basic, sacred texts. Education also has basic, secular texts. ‘Back to basics’ should include basic values which are found in human rights instruments. Human rights are sometimes erroneously referred to as a... more
Religious education refers to basic, sacred texts. Education also has basic, secular texts. ‘Back to basics’ should include basic values which are found in human rights instruments. Human rights are sometimes erroneously referred to as a Western and Northern values system, but the article notes an Islamic tradition of acknowledging human rights. The Universal Declaration of Human Rights of 1948 ushered in a multiplicity of human rights texts that are international and which educators can confidently use as standards in any circumstances. In schools in which linguistic, cultural, religious and ethnic pluralism is a fact of life, these principles are helpful guidelines for conduct and policy. All major human rights texts start with a reaffirmation of a commitment to equality of rights and equality of dignity. Programmes to develop race or gender equality and to enhance opportunities for those with special needs and disabilities are essentially concerned with human rights.
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The UN Convention on the Rights of the Child (CRC) sets agreed minimum standards to secure children’s rights in education, as in other areas of social policy. States Parties to the Convention ‘undertake to make the principles and... more
The UN Convention on the Rights of the Child (CRC) sets agreed minimum standards to secure children’s rights in education, as in other areas of social policy. States Parties to the Convention ‘undertake to make the principles and provisions of the Convention widely known, by appropriate and active means, to adults and children alike’ (Article 42). Schools clearly have a key role to play in this process of dissemination. They can do this not only by educating children about their rights, as part of the formal school curriculum, but also by establishing themselves as model human rights communities, which reflect the principles of the Convention and of other key human rights instruments. Neither of these approaches is simple. for example, Osler
and Starkey 1996). Here, we focus on ways in which those
responsible for the management of schools, in any area of the world, might create learning communities which prepare their pupils for ‘responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of
sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’ (Article 29.d). If they fail to do this, any messages on children’s human rights presented through the formal curriculum risk being immediately contradicted by the messages transmitted through the structures and organisational practices of the school, the so-called hidden
curriculum.
and Starkey 1996). Here, we focus on ways in which those
responsible for the management of schools, in any area of the world, might create learning communities which prepare their pupils for ‘responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of
sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’ (Article 29.d). If they fail to do this, any messages on children’s human rights presented through the formal curriculum risk being immediately contradicted by the messages transmitted through the structures and organisational practices of the school, the so-called hidden
curriculum.
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Background The ICEDC annual conference is a meeting place for scholars, researchers, graduate students, education policymakers, and civil society activists from across Europe and internationally. It is a unique opportunity to present and... more
Background The ICEDC annual conference is a meeting place for scholars, researchers, graduate students, education policymakers, and civil society activists from across Europe and internationally. It is a unique opportunity to present and discuss current research and policy relating to education for human rights and democratic citizenship. We welcome research papers and poster presentations addressing education for human rights and democratic citizenship from sociology, education, law, history, politics, geography and other relevant disciplines, as well as analyses of policy and case studies of campaigns and curriculum development.