The Ajegbo report was published in and, as it states, was a response to the growing debate over the place of national identity in. ‘Age of Catastrophe’, Ajegbo Report, All Our Futures: Creativity, Culture and Education,. 24А American War of. Independence, largely avoiding a critical examination of race and racism (Osler ); this strand has since been incorporated into the curriculum. The Ajegbo report notes that.
|Published (Last):||4 December 2005|
|PDF File Size:||13.19 Mb|
|ePub File Size:||11.21 Mb|
|Price:||Free* [*Free Regsitration Required]|
Low graphics Accessibility help. Few would argue with Ajegbo’s diagnosis. His headline solution is for a new “identity and diversity” strand to be introduced into the citizenship curriculum at key stages 3 and 4, with a focus on modern British history – including topics such as the slave trade and universal suffrage – to give children a sense of how the country has evolved. The pursuit of Britishness is really a search for aajegbo, based on mutual respect.
How to be British | Education | The Guardian
Sir Keith’s report also says more needs to be done to engage white, ajegvo pupils with the issue of diversity. After all, it was the secretary of state for education who, as a response to the London bombings of Julylast year commissioned Sir Keith Ajegbo to write a review of diversity in schools, amid concerns about growing disaffection among some ethnic minority groups.
Nick Johnson, from the Commission for Racial Equality welcomed the report: The paradox of the integrated, multicultural society is that it is often much easier to define yourself by the tangible things that differentiate you from others than by the more abstract values that ajegbbo.
Last year schools inspectors Ofsted said the subject was taught badly in one in four schools in England. Slavery The new element for citizenship lessons will be called “Identity and Diversity: Living together in the UK”.
Kids need to have a sense of where they have come from, but it’s the duty of the history curriculum to provide it. The BBC rport not responsible for the content of external internet sites. Re;ort the make up of the UK and the recent history of Britain was crucial, he said. Unexpected findings Resolving this dilemma is at the heart of Ajegbo’s report.
Yet history is no longer a compulsory subject at key stage 4, and those students who do progress to GCSE tend to be taught topic by topic, rather than in a developing narrative.
Akegbo they also warned that it might be difficult to add the new themes to an already-crowded curriculum.
Welcoming the report, Mr Johnson announced it would become compulsory for secondary school pupils up to the age of 16 to learn about shared values and life in the UK in their citizenship lessons. His report says more could be done to ensure children “explore, discuss and debate their identities within their citizenship lessons”. They are things that are fundamental to our society. The values our children learn at school will shape the kind of country Britain becomes.
Citizenship became compulsory in England’s secondary schools in For what Ajegbo actually highlighted was the poverty of many white, working-class children’s sense of identity. Ministers see schools as a key place to promote understanding between communities and to combat intolerance and religious extremism. Resolving this dilemma is at the heart of Ajegbo’s report. Many indigenous white pupils have negative perceptions of their own identity.
He believes plenty needs to be done to raise pupils’ attainment and sense of belonging, such qjegbo reconnecting with traditional working-class values, but argues the citizenship curriculum is not the right place. Where could pupils bring those difficult questions if not to school, he ajetbo. If the government had expected Ajegbo – the former headteacher of Deptford Green school in south-east London – to deliver chapter and verse on how to win over the hearts and minds of Asian and African-Caribbean schoolchildren, it was in for a shock.
How to be British
The three existing planks of citizenship lessons are social and moral responsibility, community involvement and political literacy. So last Thursday, the day Ajegbo’s report was published, when Johnson was asked, “What is Britishness?
Besides which, social cohesion is achieved through empowerment rather than a discussion of values.
It says white pupils can feel disenfranchised as much as pupils from other ethnic backgrounds. Schools can give distinct lessons on the subject or introduce elements of it in various lessons. You couldn’t quibble with the ideas, but it was ajegb to see what made any of these values uniquely British. Schools ‘must teach Britishness’. They can feel beleaguered and marginalised, finding their own identities under threat as much as minority ethnic children might not have theirs recognised.
New topics for citizenship Immigration Devolution Slavery British Empire’s legacy The European Union Rule of law Democracy Equality “More can be done to strengthen the curriculum so that pupils are taught more explicitly about why British values of tolerance and respect prevail in society and how our national, regional, religious and ethnic identities have developed over time,” he said.
British values He said youngsters should be encouraged to think critically about issues of race, ethnicity and religion with “an explicit link” to current political debates, ajebbo news and a sense of British values.
The guerilla plant How the world’s oldest clove tree defied an empire. Education Secretary Alan Johnson has said schools should “play a leading role in creating community cohesion”.
BBC NEWS | UK | Education | Schools ‘must teach Britishness’
There seems to be no consensus on how issues such as the British empire should be approached and what teaching resources should be used. Send us your comments.
Do you think that schools should teach ‘Britishness’?