A new beginning

Award-winning Bahraini educational researcher Dr Fatima Eid works at the Educational Research and Development Centre, Ministry of Education. She has published empirical researches including 'adolescents' problems and school counselling' and 'sexual harassment in schools in Bahrain'. The winner of two Ministry of Education awards for "outstanding" work she recently received her PhD in education policy and management from the English University of Leicester. Her areas of interest and expertise include institutional development, reform and the development of educational policy, youth issues and democratic schooling. In recent years she has conducted research into Citizenship and Youth: a field study of Bahraini Secondary-Schools' Students. This is what she uncovered ... As a consequence of the transition towards democracy in Bahrain, a reform movement - led by His Majesty King Hamad - occurred in most aspects: political, economic, social welfare, health, work and education.

This reform movement has contributed to the educational commitment to preparing the young citizens to live in a democratic society, providing them with a democratic culture, developing the practical values and skills in the effective participation in democratic activities and national unity, which the curriculum should develop and nurture.

Consequently, citizenship education has been identified as a key initiative. The citizenship education to which Bahrain aspires is evident in King Hamad's words:

"The Citizenship Education that Bahrain aspires to focuses on the development of children as citizens in order to create citizens who participate in their local communities, understand their rights and exercise their duties to society."

Citizenship education is viewed as significant in many countries including Bahrain. In the last two decades there has been a great deal of attention directed towards citizenship education all over the world.

"We are living in the decade of citizenship," Dahrendorf said. The current revival of interest in citizenship has been brought about by significant social and economic change, specifically in relation to the means of communication, population growth and movement, and the environment.

Citizenship education has two major components. The first, involves educating young people about their nation's history and government, with emphasis upon the core concepts of democracy in their country. As Cajani and Ross argue that knowledge of history is the precondition of political intelligence and essential to effective participation in the democratic processes of governance.

The second, involves development of competent and responsible citizens whose perspective, knowledge, and skills will enable them to participate more effectively in local, state, national, and international affairs.

The diverse definitions of citizenship and citizenship education in the literature point to their relationship to democracy. Therefore, I believe that what we need for Bahrain is 'Education for Democratic Citizenship' which aims to focus on the teaching and learning of the principles and practices of democratic governance, rights and responsibilities and citizenship.

The reform led by King Hamad introduces the values of democratic citizenship to enable the future generations to participate effectively and positively in different fields of life. In other words, citizenship education in a democratic society or 'Education for Democratic Citizenship' most assuredly needs to be concerned with promoting understanding of the ideals of democracy and a reasoned commitment to the values and principles of democracy. Portelli and Solomon maintain that:

Citizenship is simply legal status in a country, but democratic citizenship demands becoming informed about issues that affect you and participating with others in determining how society will resolve those issues.

The Council of Europe emphasises the above ideas and defines education for democratic citizenship as all practices and activities designed to help young people and adults to participate actively in democratic life by accepting and exercising their rights and responsibilities in society.

Similarly, a French concept of citizenship education means 'Belonging to a democratic community, accepting the rights and duties entailed by this membership. By rights we mean human rights, in particular in relation to the state, and by duties we mean the demand for active participation in social life'.

Literature shows that young citizens involved in education for democracy are informed and thoughtful; have a grasp and an appreciation of history and the fundamental processes of democracy; know their rights and responsibilities; have an understanding and awareness of their community issues; and have the ability to obtain information, and think critically. With this knowledge, young citizens will promote some particular elements of citizenship education, such as community service, political awareness and human rights education.

The key aim of any programme of education for democratic citizenship should be based on human rights principles and enable individuals to develop a range of secure and confident identities as citizens.

It should also aim to examine and understand the barriers to citizenship such as racism, as a first stage, and equip them with the skills to challenge and overcome such barriers in enabling young people to overcome them.

Young citizens confident in their identities will be in a strong position to challenge the stereotypical images of minorities that currently help support discriminatory practices. Such a situation has the potential to contribute to a new anti-racist project that will strengthen democratic institutions and practices and enable the full participation of all and will also contribute to the development of a society in which all citizens can claim their citizenship rights and responsibilities on the basis of equality.

Thus, education for 'Democratic Citizenship' should include mutual respect amongst citizens of different religions, race, genders, and ethnicity; and help young citizens to develop a reflective commitment to justice and equality throughout the world. Gutmann maintains that citizenship education should help young citizens to develop their primary moral allegiance to justice - not to any human community. He contends, 'doing what is right cannot be reduced to loyalty to, or identification with, any existing group of human beings'.

Thus, citizens need to be educated about what it means to be a citizen. I think that a free political system has the obligation to give all citizens the opportunity and ability to take an active part in shaping the institutions and laws of the country in which they live.

If this objective is to be achieved, then young citizens, in particular, should be enabled to develop the capability for thoughtful and responsible participation in political, economic, social and cultural life.

In order to help young citizens to become caring, contributing, productive and responsible citizens, the entire school programme must reflect a clear commitment to helping them acquire the skills, attitudes, values, and knowledge necessary to achieve this goal.