Abstract
Referring to the work of Brubaker and Cooper (Theory and Society 29: 1–47, 2000), Smith emphasises the importance of “moving beyond” current representations of Welshness and adopting more comprehensive approaches to thinking about citizenship and cultural identity. Part of this philosophical approach includes the acknowledgement of the technical rationale-dominated CE curricula and a recommendation to incorporate emancipatory forms of pedagogy that promote critical and political literacy, with the intention that as young people and their teachers engage in a critical pedagogy of identity, they can challenge reified representations of Welshness (and other cultural identities), deconstruct the ways in which these identities are comprised and promoted, and construct new and inclusive approaches to theorising representations of self and others.
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Smith, K. (2016). Reconceptualising the Curriculum Cymreig. In: Curriculum, Culture and Citizenship Education in Wales. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-54443-8_5
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DOI: https://doi.org/10.1057/978-1-137-54443-8_5
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