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Author(s): Elizabeth Frazer [sup.1] Author Affiliations: (1) grid.4991.5, 0000 0004 1936 8948, New College, University of Oxford, , OX1 3BN, Oxford, UK Marc Stears' argument in this book is that [...]

Catharine Macaulay and Mary Wollstonecraft are linked by intellectual and political bonds; for both, education is a philosophical and political preoccupation in its own right, and also interacts with philosophical questions of morality, social power, theology, truth and human action. Macaulay's philosophical and political engagements with Hobbes, Burke and with 18th-century deism lend a particular cast to her theory of education, and influenced Wollstonecraft who shares a good deal of Macaulay's critical reading of Locke and Rousseau on education. They both focus in particular on the relationships between authority, social power and gender that structure Rousseau's pedagogy. Their method of criticism, as well as their developed evaluations of equality and friendship, are notably significant for later feminist and social theory, although their position on truth and rationality in connection with theology is not. For later social theorists the "social constructivism" and politicisation of social and cultural relationships, that is a central thread of Wollstonecraft's analysis, is a lasting legacy. (Contains 12 notes.)

One problem faced by teachers of citizenship is that "politics" is negatively valued. The concept is actually ambiguous in value. The paper sets out a neutral, a negative, and a positive meaning of the term. It then goes on to explore the way that even on the positive construction there can seem to be ethical problems with politics. This explains both aspects of numerous projects to "depoliticise" society and government, and to depoliticise citizenship education. But, the alternatives mean that we lose important political values.

This paper will focus on Young's theories of heterogeneity, as they have developed from the essays in "Throwing Like a Girl" (1990) to those in "Inclusion and Democracy" (2000). Reading her theories of heterogeneity together with recent developments in political theory which seek to reclaim the agonistic and frictional aspects of polity and political democracy, the paper will argue that attempts to promote "citizenship education" are less pressing than attempts to develop and promote political education.

Considers the current context for concern about 'political education' worldwide and in the United Kingdom. Analyzes the concept of political education and discusses political education in the United Kingdom, addressing the reasons for United Kingdom exceptionalism. Introduces this issue of "Oxford Review of Education." (CMK)

To authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-923X.2009.02058.x Byline: MEG RUSSELL (1), PHILLIP COWLEY (2), PETER RIDDELL (3), JUSTIN FISHER (4), LIZ ATKINS (5), JENNY WATSON (6), ELIZABETH FRAZER (7), COLIN HAY (8) Author Affiliation: (1)Reader in British and Comparative Politics at University College London, Deputy Director of the Constitution Unit and a member of the Political Quarterly editorial board. (2)Professor of Parliamentary Government at the University of Nottingham. (3)Chief Political Commentator of The Times for three days a week and a Senior Fellow of the Institute for Government for two days a week, as well as chairman of the Hansard Society. (4)Professor of Political Science and Director of the Magna Carta Institute at Brunei University. (5)Director of Public Policy at NCVO (The National Council for Voluntary Organisations). (6)Has been chair of the Electoral Commission since January 2009 and is a board member of the Audit Commission. She was formerly Chair of the Equal Opportunities Commission. (7)Lecturer in Politics, University of Oxford and Fellow of New College Oxford. (8)Professor of Political Analysis at the University of Sheffield.