ABSTRACT
This chapter examines citizenship education policy in England, drawing on the recommendations of the 1998 Crick Report, Education for Citizenship and the Teaching of Democracy in Schools. In particular it seeks to establish whether the proposals for citizenship education outlined in the report and initial statutory guidance for citizenship education, published by the QCA as part of the national curriculum review for England, have the potential to contribute towards racial equality. The Crick Report set out to provide a framework for citizenship education, which is intended to strengthen our democracy. The
Standards for Qualified Teacher Status (see www.canteach.gov.uk)
Standards for which this chapter is of relevance include:
1. Professional Values and Practice [1.1; 1.2; 1.3; 1.4; 1.5; 1.6; 1.7; 1.8]
2. Knowledge and Understanding [2.1; 2.2; 2.3]
3. Teaching 3.1 Planning, Expectations and Targets
[3.1.2; 3.1.3] 3.2 Monitoring and Assessment
[3.25] 3.3 Teaching and Class Management
[3.3.1; 3.3.2; 3.3.5; 3.3.6; 3.3.9; 3.3.12; 3.3.14]
publication of the Stephen Lawrence Inquiry Report (Macpherson, 1999) led senior politicians to acknowledge institutional racism in British society and to pledge themselves to a programme to eradicate racism. Education is seen as part of the problem but also part of the solution, and one of the means by which racism might be eradicated. The government cited the new curriculum subject of citizenship as part of its plan to tackle racism (Home Office, 1999). Additionally, schools and other public bodies (such as OFSTED) now have a duty, under the Race Relations (Amendment) Act 2000, not only to prevent racial discrimination but also to promote race equality (Osler, 2002).
