Social pedagogy and citizenship education in England: an exploration with case studies involving secondary school students in London

Abstract

This article explores the theoretical underpinning of citizenship education as theorised in the Crick Report and social pedagogy as deployed in England through the Social Pedagogy Professional Association Charter and Standards of Proficiency. The aims of citizenship education in England have several parallels to contemporary concepts of social pedagogy. In the original conception of citizenship education, the subject aimed to educate the student holistically, developing well-rounded, informed young people able to participate fully in public life through the use of democratic practices in the classroom. However, over time and due to policy and practice changes in secondary education, there have been marked differences in the original conception of the subject, compared to how it is currently delivered in some schools. Despite these challenges, this article highlights strong examples of contemporary practice in citizenship education teaching in diverse London secondary schools, highlighting how features of social pedagogy are being deployed. We draw on several aspects of social pedagogy including democratic practice, community engagement, diversity and inclusion, and student agency, illustrating the clear links between citizenship education and social pedagogy in England, as well as outlining some of the key differences.