ABSTRACT
Citizenship education might be a small part of the overall curriculum, but the values it represents are implicit in the purpose of educational institutions. They are small institutions in which many of the norms of society are demonstrated. Disciplined behaviour, attention to and understanding of rules, and the organisation of groups affect all those involved in schools, teachers and ancillary staff as much as pupils. This chapter explores the impact of a management decision to involve the whole school in a development policy. A school which had a clear commitment to education for citizenship, and had policies in place which were designed to influence both the cognitive and affective aspects of development of the pupils, was identified (as school 'C'), and permission obtained from the school's officers to conduct a three-tiered project. The pupils at school 'C' received an inconsistent interpretation of the whole-school policies on education for citizenship.
