ABSTRACT
This chapter evaluates models of citizenship education based on human rights principles, examines some criticisms of current practice, and considers the implications of applying democratic principles to educational institutions. What D. Schnapper calls 'a community of citizens' can only sustain itself by making conscious and continuing efforts to extend its democracy. If inclusion summarises the notion of the good community of citizens, competence describes the aim of their education. Complex and increasingly globalised societies require highly educated citizens. By understanding the idea of school as community, children will learn to understand and feel included in the political nation. A democratic school is one that is accountable and where the structures are transparent. A human rights curriculum has a further triad, the past, the present and the future. A curriculum based on human rights is also one looking to a world of justice and peace, which is a world that does not yet exist.
