Curriculum, Culture and Citizenship Education in Wales
Investigations into the Curriculum Cymreig
Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Educational Theory, Curricula
| Author: | Kevin Smith | ISBN: | 9781137544438 |
| Publisher: | Palgrave Macmillan UK | Publication: | April 30, 2016 |
| Imprint: | Palgrave Pivot | Language: | English |
| Author: | Kevin Smith |
| ISBN: | 9781137544438 |
| Publisher: | Palgrave Macmillan UK |
| Publication: | April 30, 2016 |
| Imprint: | Palgrave Pivot |
| Language: | English |
This book explores how culture and citizenship are theorised, promoted and learned throughout schools in Wales. Following a brief history of Welsh education and a discussion of how contemporary cultural identity is theorised through citizenship education curricula, it illustrates how archaic approaches to understanding cultural identity continue to undermine the development of culturally relevant curriculum in Wales. Smith also analyses how young people discuss their orientations to Welshness, how teachers engage with the requirements of the Curriculum Cymreig and how these reactions develop within educational settings. Ending with a recommendation for a more sophisticated framework for conceptualising identity and a critical approach for discussing citizenship and cultural identity in schools in Wales, this book highlights how the critical pedagogy can progress further.
This book explores how culture and citizenship are theorised, promoted and learned throughout schools in Wales. Following a brief history of Welsh education and a discussion of how contemporary cultural identity is theorised through citizenship education curricula, it illustrates how archaic approaches to understanding cultural identity continue to undermine the development of culturally relevant curriculum in Wales. Smith also analyses how young people discuss their orientations to Welshness, how teachers engage with the requirements of the Curriculum Cymreig and how these reactions develop within educational settings. Ending with a recommendation for a more sophisticated framework for conceptualising identity and a critical approach for discussing citizenship and cultural identity in schools in Wales, this book highlights how the critical pedagogy can progress further.
