After giving a brief history of the peace education movement, Rob Unwin, with Isaac Osei, draws on a case study in a Sheffield school to explore how local and global links can be an inherent part of a peer mediation project.
The very idea of citizenship in Northern Ireland has long been problematic. Michael Arlow describes a number of initiatives within the school system which aim to educate pupils for a future of peace and sustainable democratic politics.
Learning about citizenship and human rights in school does not mean yet another burden on the curriculum. Sean Carolan shows how making human rights an integral part of school life benefits children emotionally, socially and personally, as well as increasing their factual knowledge.
Oxfam's Curriculum for Global Citizenship argued that the notion of a global citizen is the key to a sustainable future. Louise Douglas and Ros Wade discuss how the ideas underlying this notion are developing.
Participation in school organisation is seen by some as a key element in learning to be a democratic citizen. Ray Harris reports on an innovative scheme in Colombia which is having remarkable effects not only on the pupils themselves but on the wider community.
Helen Walkington demonstrates that teachers with personal experience of the developing world are more likely to have the notion of global citizenship at the heart of their teaching about ‘a distant locality’.
Although certain general aims of citizenship education have been identified in recent curriculum documents, Colin Wringe argues in this introductory overview that the particular attitudes, competences and knowledge to be highlighted will depend on where we draw the boundaries of citizenship.