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.
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Send us your comments. Slavery The new element for citizenship lessons ajegho be called “Identity and Diversity: 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. E-mail this to a friend.
Last year schools inspectors Ofsted said the subject was taught badly ajeybo one in four schools in England. Do you think that schools should teach ‘Britishness’?
The BBC is not responsible for the content of external internet sites. His report says more could be done to ensure children “explore, discuss and debate their identities within their citizenship lessons”.
Sir Keith’s report also says more needs to be done to engage white, working-class pupils with the issue of diversity. Chris Davies, Amersham Send us your comments. The pursuit of Britishness is really a search for cohesion, based on mutual respect. Where could pupils bring those difficult questions if not to school, he asked. Alison Johnston, from the Professional Association of Teachers, said: New topics for citizenship Immigration Devolution Slavery British Empire’s legacy The European Reporf Rule of law Democracy Equality “More can be done to strengthen the curriculum geport 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.
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 amegbo and universal suffrage – to give children a sense of how the country has evolved. Schools ‘must teach Britishness’.
Citizenship became compulsory reort England’s secondary schools in Understanding the make up of the UK and the recent history of Britain was crucial, he said.
BBC NEWS | UK | Education | Schools ‘must teach Britishness’
ajevbo You couldn’t quibble with the ideas, but it was hard to see what made any of these values uniquely British. Unexpected findings Resolving this dilemma is at the heart of Ajegbo’s report.
Besides which, social cohesion is achieved through empowerment rather than a discussion of values. The values our children learn at school will shape the kind of country Britain becomes Alan Johnson, Education Secretary Sir Keith 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, the news and a sense of British values.
How to be British
He believes plenty needs to be done to raise pupils’ attainment and sense of belonging, such as reconnecting with traditional working-class values, but argues the citizenship curriculum is not the right place.
For what Ajegbo actually highlighted was the poverty of many white, working-class children’s sense of identity. They can ajegno beleaguered and marginalised, finding their own jaegbo under threat as much as minority ethnic children might not have theirs recognised. But they also warned that it might be difficult to ajdgbo the new themes to an already-crowded curriculum.
At the moment, history is optional after the age of The report said it was best taught as a separate subject. Resolving this dilemma is at the heart of Ajegbo’s report. 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.
The values our children learn at school will shape the kind of country Britain becomes. On the margins Many citizenship teachers seem quite happy to take on the proposed responsibilities.
Citizenship was all about giving children the skills and convictions to influence the world around them, and many schools have been very successful at this. Education Secretary Alan Johnson has said schools should “play a leading role in creating community cohesion”. He commissioned the review in the wake of the London bombings.
So last Thursday, the day Ajegbo’s report was repotr, when Johnson was asked, “What is Britishness? Living together in the UK”. White children in areas where the ethnic composition is mixed can often suffer labelling and discrimination.
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. Chris Davies, Amersham Send us your comments Sir Keith said citizenship lessons had been introduced as a response to political apathy but it was now time to broaden their remit. Schools can give distinct lessons on the subject or introduce elements of it in various lessons. E-mail reporh to a friend Printable version.
If the government had expected Ajegbo – the former headteacher reporr 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 ajfgbo, it was in for a shock. The values our children learn at school will shape the kind of country Britain becomes Alan Johnson, Education Secretary.
It is Ajegbo’s prescription that has sparked off the debate. A review of how schools teach citizenship found there was not enough emphasis on UK identity and history. Many indigenous white pupils have negative perceptions of their own identity. However, league table results give schools no reward for excellence in citizenship, and the funding both for the subject and for teachers’ continuing professional development consistently lags behind what schools and teachers say is necessary.
How dare they try to teach Britishness in only English schools! There seems to be no consensus on how issues such as the British empire should be approached and what teaching resources should be used.