ABSTRACT
The concluding chapter of this book synthesizes the reasons for this disappointing outcome of Local and Global Citizenship (LGC): the lack of conceptual clarity and shared goals; varying implementation by teachers and school administration; and a society and culture that value exam results over the less measurable skills learned in citizenship education. This chapter also highlights the innovations of LGC, including flexible teaching materials and enlisting teachers from different disciplines to teach the subject. The lessons from LGC should be incorporated into future iterations of citizenship education—but no matter how well designed and taught, citizenship education is not by itself a panacea for a divided society. Teaching for citizenship, peace, and reconciliation should be approached from multiple angles. The author also calls for a public dialogue around the purposes of education and discusses the changing education landscape in Northern Ireland.
