Citizenship and Social Exclusion in England and Turkey's schools Essay

Citizenship and Social Exclusion in England and Turkeys schools - Essay ExampleThe telephone exchange thesis of the paper would claim that both Bernard Crick and Mustafa Kemal Ataturks views are formed into one social structure and represents citizenship in education as a supply standard which applies to all groups and people which live in their country. This is in a way comparison of welfare model to republic model of citizenship.To elaborate the full subject matter it is important to understand the terminology of citizenship under the perspective of Osler and Starkeys auspicate of view. Under the parameters of Osler and Starkey citizenship indicates several variables where one of the most important aspects is the determination trustfulness and faith democracy rather than autocracy. The second most important aspect in accordance to Osler and Starkey is the determination of cooperation rather than the essence of conflict within the society. third it should be seen whether it is sustainable within the parameters of diversity and equality. The essence of citizenship in any case indicates that a good citizen moldiness be bale to recognise the individual responsibilities and rights. The individual citizen must also recognise the precedence of authority and power.Furthermore the citizen must be able to understand and honour the aspects of order and freedom along with community gustatory perception and individual position in the society. Lastly, Osler and Starkey indicated that the indication of citizen that is the most important of all is the understanding, application and exercise of human rights, law, rules, justice and fairness. These are the basic parameters of a citizen from the point of view of Osler and Starkey. (Osler, 2000)It is important to define the concept of social exclusion in the context of England from the parameters of the citizenship principals. There are substantial differences among theorists of education regarding this issue along with t he practitioners that whether the broad(a) citizenship tool is applicable or not while engaging the ethnic minority segment of the society and combat racism. Osler and Starkey mention that this fundamental essence is implemental in providing a good amount of opportunity that would be ultimately be a very important aspect of eradicating racial inequality in education. At the same note Osler and Starkey believes that Crick report has hardly any element that would be helpful for providing guidance to the teachers in spreading anti racism. Furthermore, Osler and Starkey also believe that the Crick report would not prove to be any help in the perspective of minority engagement in terms of students. In fact there is no mention of racism in the creak report. But the fact is that this is one element in the society that could be termed as one of the most detrimental aspects of the society and is in fact an evil curse on democracy. Osler and Starkey even mentions that the Crick report is ba sically a testimony that contains a lot of colonial flavour. (Osler, 2000)In the present situation the government aiming to incorporate programs that socially include everyone devoid of colour, cast, race and creed. One of the most get developments of our age is the recognition of multicultural of multiracial society and how they