European Journal of Education Policy and Practice - Volume 1, Nummer 2, 2025

The traditional role of civic education, irrespective of the political system in which it is located, is to support local values and make a positive contribution to the development of society. Yet the assumption of an ongoing status quo can no longer be assumed. The question that now confronts us globally is how civic education should be constructed in a future context that can only be described as precarious? In this article, I discuss challenges such as democratic backsliding and illiberal democracy on the one hand, and the promise of social media and more radical forms of civic engagement on the other. Civic education needs to be a subject within the broader school curriculum. In democratic contexts the focus needs to be on those institutions that support democracy, on a curriculum that highlights not only twenty first century skills but also values and the cultivation of teachers as leaders of learning. Importantly, there needs to be a realistic assessment of social media and AI to assess the ways they can contribute to active and informed citizens.

The concept of citizenship, traditionally linked to the nation-state, has evolved to transcend state borders due to global challenges like the COVID-19 pandemic, wars, terrorism, migration, and economic and environmental crises (Gaudelli, 2016; Tarozzi & Mallon, 2019). Consequently, global citizenship education has gained prominence in scholarly discourse, bridging citizenship and global education (Gaudelli, 2016; Goren & Yemini, 2017). Developing teachers’ global competences has become essential, with high-quality undergraduate preparation being key. However, student teachers often feel underprepared in this area (Kopish, 2016). Yemini, Tibbitts and Goren (2019) highlight the under-researched nature of undergraduate teacher preparation in global citizenship education, which this study aims to address. Data were collected through observations of six courses focused on global education and interviews with teacher educators (academics and NGO lecturers) in the Teacher Training for Primary Education programme at five Czech universities. A qualitative analysis, guided by Bingham’s (2023) five-phase model, involved deductive and then inductive coding. The study found that teacher educators implement the global dimension in their courses through innovative pedagogies, including model lessons combining experiential learning with didactic analysis, inquiry-based methods, and immersive experiences to help future teachers understand different perspectives and develop intercultural communication skills. Non-governmental organisations play a key role in global development education, providing methodological materials and direct teaching in courses, essential for introducing innovative approaches and supporting teacher education.

Since the 1990s education for democratic citizenship has been at the heart of European policy, with current policy that aims to enable individuals to act as responsible citizens and to fully participate in civic and social life. Alongside legal status and civic participation, feelings are an important dimension of citizenship and citizenship education, because they influence how individuals engage with their communities, societies, and the world around them. Citizenship education policy and curricula recognise diverse society and emphasise social inclusion. Yet, many individuals from marginalised communities feel that their citizenship is either undervalued, or not welcome by mainstream society. Historically disadvantaged groups in society commonly perceive that democratic acts of resistance are regarded with suspicion or interpreted as a threat.

This paper reflects on the experience of community educators working with two marginalised communities: namely, the British-Bangladeshi community in east-London, and the community living in Cañada Real, Madrid, a spontaneous settlement that has a quasi-legal status. We build on these examples, and our analysis, to articulate a pedagogical approach to citizenship that complements the current policy framework by incorporating narratives of resistance. Our analysis and recommendations highlight the important role of community educators in the recognition and representation of citizenship in marginalised communities.

Tolerance is a contested value enshrined as both a British Value (Department for Education, 2011) and a European Value (European Commission, 2024). However, it remains underdeveloped within the English National Curriculum and its citizenship education programmes. Research by Whitehouse & Jones (2024), Kitson & McCully, (2016) highlighted that many teachers actively avoid the teaching of controversial issues in relation to tolerance. The intervention and research effort on which this article reports was underpinned by Petagine’s, (2023) work on the theorising of the value of tolerance and research by Carter & Whitehouse (2023) who related the theory of tolerance to pedagogical practice. These perspectives were used to design and carry out research as part of an intervention that supported teachers in navigating these complexities. The intervention was designed to enable teachers to explore the value of tolerance through the lens of local history – the toppling of the statue of Edward Colston in Bristol. This was set within the context of the city’s involvement in the slave trade and the more recent Black Lives Matter movement. Using an Appreciative Inquiry approach (Cooperrider & Srivastva, 1987), this study gathered data to highlight primary school teachers’ (n=5) from contrasting school settings (n=5) experiences and pedagogical understanding when implementing the teaching intervention. Also, the project explored ten and eleven year old children’s (n=30), understanding of tolerance following the intervention. Thematic analysis was used to analyse the data. Findings show benefits of contextualising an abstract value such as tolerance, in local history. Participatory approaches were identified as impacting the critical thinking of children. Participatory approaches were also helpful in responding to a need among children. Namely, the need to recognise, children’s, maturity and abilities to debate cultural and social representation in relation to the value of tolerance.