Date of Thesis



The current study looks to understand the development of multicultural awareness and citizenship formation in youth through both direct curriculum and the underlying pedagogy and curricular messages that infuses the overall educational environment in school. In particular, the study focuses on educational experiences in urban school contexts in London, England. Given the influx of immigrant population in post-imperial London, adaptations in the educational system are of interest, especially as they aim to balance diverse personal identities with civic roles and responsibilities in the state. As immigrations flow--both voluntary and forced--increase, understanding the experiences of students and teachers in school, may shed light on the current juxtapositions of diversity and civic education, suggesting themes relevant beyond London itself. How does a nation-state go about reconciling these differences and find ways to unite the country under certain identity? Thus, the current investigation asks how students view their personal identity in relation to "Britishness" in a classroom setting. Moreover, how do students feel schools are mediating the struggle between shaping the mold for future community members, while also accommodating for diversity? In a broader context, the present study was prompted by the recent National Curriculum reform to secondary education in England, which cites areas in religious education and personal, social, health, and economic education, as subjects of importance. Thus, by also examining the intentions of this reform through document analysis, will provide a contextual basis for the data drawn from students and teachers. The present study investigates the sentiment of students and teachers in London area schools regarding the current relationship between diversity/multiculturalism and civic education including, but not limited to, the classroom. The current study thus adds to the investigation of the growing demands of globalization in relation to education.


multicultural and citizenship education, civic education, multicultural education, London, student identity, null curriculum, globalization in education, britishness, compartmentalizing of school, religious and cultural expression, normative attitudes toward diversity

Access Type

Honors Thesis (Bucknell Access Only)

Degree Type

Bachelor of Arts



First Advisor

Ramona Fruja