Does the curriculum for citizenship 'contain' the expression of political action that may follow from debate?

This field of enquiry for this article is citizenship education. It takes as its theoretical perspective the notion of 'education for democracy', and its original contribution to theory lies in its critique of how this concept is portrayed in UK government educational policy. It offers a radical perspective on issues connected with participation in democracy, the problematic area of debate and discussion and, in particular, the restrictions of the statutory curriculum by revealing the possibility of students taking political action. It is significant in its potential impact on practitioners' interpretations of the Crick report's possibility of illegal-but-moral action. Its rigour lies in the depth of its analysis. It was peer refereed independently by the Journal and adopted for publication without requests for alteration to the content. The co-author was an equal partner but the paper was written by myself and presented for publication by me.
Proportional contribution: 80%