This thesis examines what it means to take social cohesion seriously in relation to school educational policy. Much of the literature on such policy in English speaking countries has an explicit directive to promote 'civic bonds' in schools. This thesis is a philosophical account of how we characterize these civic bonds and a consideration of the educational implications for how we best encourage and develop them. The discussion identifies the necessary facets of civic relationships within a modern democratic society. It criticises theories of social cohesion as lacking an analysis of the model of belonging used. To address this deficiency, three metaphors for the civic relationship are considered: friendship, family and market. A version of the family metaphor, democratic fraternity, it is argued, best provides the desired ideal civic bond. The research offers insight into the educational implications of civic relationships, social cohesion and school choice. It enquires into how metaphors, models and social imaginaries give a framework for considering our interrelatedness. It suggests we should extend our understanding of the interplay between, on the one hand, the models and metaphors we adopt for civic relationships, and, on the other, the institutions we choose to teach and nurture the relevant attitudes, virtues and values. As the models we adopt can have deep effects on the organisations we create, the thesis then explores, through consideration of current practices, implications for school educational policy in relation to the promotion of civic relationships.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:534853 |
| Date | January 2010 |
| Creators | Healy, Mary |
| Publisher | University College London (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://discovery.ucl.ac.uk/10019935/ |
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