Towards a framework for critical citizenship education

Increasingly countries around the world are promoting forms of “critical” citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of creative and technical skills under the label “critical thinking” to a desire to encourage engagement, action and political emancipation, often labelled “critical pedagogy”. This paper distinguishes these manifestations of the “critical” and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.