Abstract
The argument of this book is that the adoption of active citizenship within the contexts of citizenship-within-practices in further education and a Mouffean concept of agonistic citizenship in adult education are two potentially effective means for promoting citizenship education in the post-compulsory sector in England.
I have defined active citizenship as a series of skills, dispositions and motivations that include (although the list is not comprehensive) rigorous questioning of norms and the status quo, effective communication (both verbally and in writing), the ability to collaborate, and to deliberate in a respectful way with others (as equals) in terms of decision-making.
Citizenship education and democratic educational institutions are two sides of the same coin. Students need to be able to act as democratic citizens within the institutions they have joined if citizenship education is to have credibility and continuity within these institutions.
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Hopkins, N. (2014). Conclusion. In: Citizenship and Democracy in Further and Adult Education. Lifelong Learning Book Series, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7229-8_8
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DOI: https://doi.org/10.1007/978-94-007-7229-8_8
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