Citizenship and History can be seen as Natural Partners - English Assignment Help

Assignment Task:

Citizenship through History – What is good practice?

By Peter Brett

Citizenship and History can be seen as natural partners - this was confirmed by Sir Bernard Crick, the founding father of the modern Citizenship education movement in England : “ My personal view, that I have had to be a little bit discreet about at times, is that of all the other subjects History may have (should have) overall the greatest role to play…Seeley long ago said that politics without history has no root, and that history without politics has no fruit [Foreword to J.Arthur et al (2001)]. The Crick Report noted that : “The emphasis in History on the use of evidence and processes of enquiry can help pupils to discuss and reach informed judgements about topical and contemporary issues which are the lifeblood of citizenship and to develop the confidence to take informed action”. If it is possible to uncover the factors and principles that make for high quality history teaching and to show how these naturally support citizenship, then it would seem to be a fair assumption that both subjects would be better off. There is much common ground. But there is an urgent need to define models of what good practice in terms of an effective marriage of Citizenship and History might look like. Pinning down precisely how the areas of History and Citizenship achieve their undoubted potential for synergy and joint working has proved relatively problematic. As Ian Davies (2001) has written : “It is a cause of professional concern that the links between history education and citizenship education have in real terms been neglected. The outpouring of rhetoric is a poor substitute for a few good lessons on a regular basis in all our schools”. There is a great deal of expertise in this hall today to help us move forward collectively in our thinking about what these ‘few good lessons’ might look like.

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