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Representing the Minority: Curriculum in Divided Societies

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Young People's Rights in the Citizenship Education Classroom

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Abstract

This chapter is the first of three chapters on research findings, analyses and discussions. It highlights the difficulties as well as the importance of the ethno-national minority being represented in the citizenship curriculum. It looks at educational governance, finding oneself in ‘the story’ of the curriculum and the problem of the common curriculum. The penultimate section of the chapter compares findings from Northern Ireland and Israel. The final part of the chapter maps the findings onto the 2-A framework of an ‘acceptable’ and ‘adaptable’ education, highlighting some of the challenges and contradictions in the understandings of these terms between groups and individuals. Particularly, problematic terms in this case are the requirements that education be relevant, culturally appropriate, flexible to the needs of a particular community and involve diverse groups in development.

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Authors and Affiliations

  1. Institute of International and Comparative Education, East China Normal University, Shanghai, China

    Helen Hanna

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  1. Helen Hanna
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Hanna, H. (2019). Representing the Minority: Curriculum in Divided Societies. In: Young People's Rights in the Citizenship Education Classroom. Palgrave Studies in Global Citizenship Education and Democracy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-21147-9_4

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  • DOI: https://doi.org/10.1007/978-3-030-21147-9_4

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-21146-2

  • Online ISBN: 978-3-030-21147-9

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