ABSTRACT
This chapter explores how teachers perceive the development of their own citizenship, examines factors they determine to have been most instrumental as it evolved, and ascertains their perception of contemporary threats to the development of good citizenship among their students. Given the broad characterization of citizenship with which teachers work, perhaps one way to get at the essence of how to address successfully citizenship education is to deepen the scope of exploring their perceptions. Therefore, the project went beyond obtaining teacher perceptions of the qualities of good citizenship, and began to look more closely at how they perceive citizenship is gained, enhanced and threatened.
