ABSTRACT
The formal introduction of citizenship education into schools as a matter of national policy raises ‘substantial and critical questions about the definition, purposes and intended outcomes of such education’ (McLaughlin, 2000). Perhaps the greatest challenge for citizenship education is to define what citizenship actually means and make it meaningful and relevant to pupils’ lives. This may be achieved through an understanding of certain pedagogical issues, including the nature of knowledge, curriculum and subject matter; the cognitive and social/emotional aspects of pupils’ development and learning; and teachers’ world-views and beliefs on issues related to citizenship.
