citizenship education, we have constructed a comprehensive framework for analysing
critical citizenship education (Table 2). Both the implications and limitations of the
framework were briefly explored.

While the official citizenship curriculum may be defined by the prevailing national
political agenda and its socio-cultural context, it may still contain spaces that might be
used by critical pedagogues to promote a strong ideological agenda. By mapping out the
manifestations of these spaces onto a framework of critical citizenship, educators may
evaluate and enhance their programmes and practice in order to achieve a true critical
pedagogy: the emancipation and transformation of students and schools towards a better
society.

Endnotes:

1. The theorists of the Frankfurt School themselves constructed the concept of “the authoritarian
personality” (Adorno et al. 1950) from a psychoanalytical rather than economic perspective.

2. Differences between the models do exist: for example Westheimer and Kahne’s (2004) ‘participatory
citizen’ would most likely be much more socially aware than Veugelers’ (2007)
‘individualistic citizen’.

References

Adamson, B. and P. Morris. 2007. Comparing curricula. In Comparative education
research : Approaches and methods, 263-82. Hong Kong: Comparative Education
Research Centre, University of Hong Kong.

Adorno, T., E. Frenkel-Brunswik, D. Levinson and R. Sanford. 1950. The authoritarian
personality. New York: Harper and Row.

Ajegbo, K. 2007. Diversity and citizenship : Curriculum review. [London]: Department for
Education and Skills.

http://publications.teachernet.gov.uk/eOrderingDownload/DfES_Diversity_&_Citiz
enship.pdf

Amadeo, J.-A., J. Schwille and J.V. Torney-Purta. 1999. Civic education across
countries : Twenty four national case studies from the iea civic education project.
Amsterdam, Netherlands: International Association for the Evaluation of
Educational Achievement.

Andreotti, V. 2006. Soft versus critical global citizenship education. Development
Education, Policy and Practice 3 (no. 1),
http://www.osdemethodology.org.uk/texts/softcriticalvan.pdf (accessed 25th April
2009).

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