Above: Association for Citizenship Teaching logo

Your opinion: Can issues of identity and diversity be taught in all curriculum subjects?

YES (11)

84%

NO (1)

7%

NOT SURE (1)

7%

Total votes: 13

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"In order for young people to explore how we live together in the UK today and to debate the values we share, it is important they consider issues that have shaped the development of UK society - and to understand them..."

"...investigations and celebrations by schools of pupils' histories and the community's roots and of the national and global links they can make "

Source: Ajegbo Review, January 2007

The Ajegbo review called for a greater focus on how young people can be empowered to better explore identity and consider the challenges of living in the complex society of twenty first century Britain. The Who Do We Think We Are (WDWTWA) activities are important because they should enable this.  ACT (Association of Citizenship Teaching) is firmly of the opinion that empowerment is at the heart of Citizenship education; the creation of a sense of agency in young people. The revised Citizenship curriculum concept Diversity and Identity; Living together in the UK should exemplify how this sense of agency can impact upon young people in their community through activities like WDWTWA.

At the heart of much of the Ajegbo review was a question about culture; about identity and how schools, teachers, pupils and community partners can engage with the idea. Such work would encourage young people to critically explore their personal and cultural identity and the diverse nature of the communities they live in, enhancing their political literacy, emotional literacy and providing real opportunities for pupil voice and engagement. This last point is critical to the success of the work; we know that pupil voice should be stronger and given more authority by schools and communities. WDWTWA is an opportunity to do so and ensure genuine quality and opportunity.  More effective links and support should be sought from the wider community to help address this.

ACT believes that successful WDWTWA activities should be put in context of community and directly support the way the school and its community support the Duty to Promote Community Cohesion. WDWTWA week must not be a passive exercise that merely allows young people to explore their heritage or that of the community the school is set in. The activities must involve change action that lead to a change outcome.

ACT would pose the following two questions: 

• How can the WDWTWA week activities enable student engagement with their community?
  
  How will WDWTWA week activities be integrated into the curriculum as part of the overall Citizenship education learning experience rather than bolted on as an isolated event?

Written by:
Chris Waller
Professional Officer, Association for Citizenship Teaching
Website: http://www.teachingcitizenship.org.uk/

DISCLAIMER
The views and opinions expressed in the article featured above are the writer's own and do not represent the views of either the Who Do We Think We Are (WDWTWA) consortium of partners (Royal Geographical Society with IBG, the Historical Association and Citizenship Consultant Paula Kitching) or the project's funding body, the Department for Children, Schools and Families (DCSF).

If you would like to comment on the content of this article, please send a response via the WDWTWA Blog (Have your say) or email wdwtwa@rgs.org.