Citizenship education policy in England : a post-structuralist critique.

The aim of this study is to present a critique of recent citizenship education policy in England
and the discourse that it has prompted. It considers the important philosophical and political
principles by which both of these are justified, and which often incorporate a commitment to
the pursuit of social justice, democratic participation, inclusion and equality. In developing
this critique the thesis draws on philosophical ideas which may be referred to as poststructuralism,
particularly Foucault's concept of governmentality, and Derrida's concept of
deconstruction to examine and expose the universalist principles of enlightenment philosophy
upon which recent citizenship policy and discourse are based.
In order to achieve this aim the thesis is divided into three parts. Part One provides a narrative
account of citizenship education policy in England and considers the enlightenment
philosophy on which it has been erected. Part Two develops a post-structuralist critique of
enlightenment philosophy and uses this as a basis for reconsidering the project of mass
education and schooling in general and citizenship education policy in particular. Part Three
of the thesis criticises the discourse that citizenship education has prompted and develops a
detailed critique of the particular approach to citizenship education emanating from the
position of cosmopolitanism.
Put briefly, the main conclusion to be drawn from the inquiry undertaken in the thesis is that
recent citizenship education policy can best be understood as an exercise in liberal
governmentality, with the aim of shaping "the conduct of conduct" within a normative,
disciplinary rationality. However, although this conclusion renders problematic the
ambitions of progressive-radical critique, including cosmopolitanism, to prescribe a
citizenship education for democracy and social justice, it is suggested that these ambitions
can be usefully reformulated through a deconstructive analysis of policy and discourse.