... since these are surely the controversial issues one might encounter in the classroom. But what are controversial issues? And how does one contextualise them - to whom are they controversial, and what do they pertain to? These questions will all be answered, as best they can be, presently. A logistical flaw of citizenship education is that where this kind of education is concerned, the curriculum tends to marginalise its status because it is non-examinable (Ahier and Ross (ed), 1995, p.170). When one considers that at secondary level many children might be doing as many as ten GCSEs, one has to wonder how important this exalted personal and social education lesson will be deemed. The result, according to Ahier and Ross, is that it is allowed limited time and resources. But let us imagine a fully comprehensive, all-embracing timetabled citizenship course. To all intents and purposes, and for the sake of argument, ...

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