© 2014

Citizenship and Democracy in Further and Adult Education


Part of the Lifelong Learning Book Series book series (LLLB, volume 18)

Table of contents

  1. Front Matter
    Pages i-xi
  2. Neil Hopkins
    Pages 1-8
  3. Neil Hopkins
    Pages 9-25
  4. Neil Hopkins
    Pages 97-122
  5. Neil Hopkins
    Pages 157-164
  6. Back Matter
    Pages 165-178

About this book


This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders). The author has worked in both sectors for over a decade, and uses this experience to offer a blend of educational practice and philosophical investigation. The result is a work that appeals to both teachers in further and adult education as well as academics and students interested in philosophy of education.​


Alasdair MacIntyre Apprenticeship tradition Chantal Mouffe Citizenship and democracy in schools Citizenship education Citizenship-within-practices Concept of active citizenship Concept of being a citizen Conceptions of the good Democratic colleges Education in the post-compulsory sector Embedding of citizenship education FE colleges Ideal deliberative procedure Joshua Cohen Model of deliberative democracy Self-help tradition

Authors and affiliations

  1. 1.North Hertfordshire CollegeStevenageUnited Kingdom

Bibliographic information


“Hopkins has written an insightful and interesting book, raised a range of issues with further and adult education and offered a challenge to improve the quality of citizenship education. It will no doubt provide a platform for further exploration and discussion to come. … book will enable interested teachers to explore the possible spaces for citizenship education in their places of work. … it both adds to practice and promotes the application of philosophy of education to a neglected field.” (Richard Davies, Philosophy of Education Society of Great Britain,, June, 2015)

This book offers a timely, engaging and insightful discussion of citizenship education in further and adult education in the UK. Drawing on contemporary work in political philosophy, democratic theory and history and philosophy of education, the author makes important suggestions as to how to incorporate and embed democratic citizenship within a range of further and adult education institutions and practices. The book will be of interest to educators, students, policy-makers and educational theorists.
Judith Suissa, Institute of Education, University of London, UK