uneasy relationships? conceptions of 'citizenship', 'democracy' and 'diversity' in the English citizenship education policymaking process

Multicultural societies such as the UK typically claim to embrace a model of 'participative', 'inclusive' and 'democratic' citizenship. In this article, I examine conceptions of participative citizenship, democracy and diversity and how they inter-relate in the citizenship education policymaking process in England. I illustrate that the dominant model of citizenship is 'participatory', linked to the concept of democracy. However, 'diversity' is not explicitly addressed within the participatory conception, nor in relation to democracy. I discuss some of the theoretical tensions between participation, democracy and diversity. Drawing on Young's (2000) concept of 'deliberative democracy', I highlight two themes - the public-private sphere distinction, and 'shared values' which are particularly pertinent in considering citizenship in ethnically and religiously diverse contexts. I conclude by proposing that citizenship education should focus on the process of inclusive communication and collective problem-solving, rather than a privileging of a substantive 'common good' or 'shared values'.