Primarily the Crick Report which was introduced in 1998 to outline the rationale and essential aims of education for citizenship. The Crick Report (1998, p.13) states that it is a “vital and distinct statutory part of the curriculum, an entitlement for all pupils in its own right…Citizenship education can be enhanced by and make significant contributions to – as well as draw upon – other subjects and aspects of the curriculum.” In the Crick Report (1998) there is only a brief mention of RE and how it can be used to explore moral and social concerns. Alternatively, there has been some criticism of the Crick Report this has been examined by Faulks (2006, p.60) who suggests that ‘The main weaknesses of the Crick Report can be understood in terms of its abstract conception of citizenship. The Crick Report fails, in particular, to give due consideration to the institutional and social structures that form the context of citizenship and which, if ignored, must necessarily limit the effective delivery of an inclusive citizenship education’. I agree with this statement because schools find it difficult to teach this lesson effectively due to lack guidance. But on the other hand, there is guidance for teachers on teaching citizenship education such as the national curriculum. However during a conference, there were suggestions of other importance of citizenship according to Rooney (2007) it can help stop family breakdowns, make communities stronger also underpin social cohesion. This is vital because there will be less violence on the streets, there will be more respect for other cultures also more people will be happier. This can be linked to Freire idea on dialogue which he suggests involves respect and working with one another. He believes this is important because it will develop community and build social capital.
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