Abstract

In this thesis I develop a model of the citizen which offers a resolution to the tension between the individual and society. This is done in two interconnected parts. In the first part of the thesis I establish the form of the citizen through a comparative analysis of the manifestation of the tension between the individual and society in the politicoeducational projects of Rousseau, Dewey and Freire in conversation with contemporary debates on the citizen. I identify the impact and influence that Rousseau, Dewey and Freire have had on the contemporary debate, address their shortcomings through critical comparison and strengthen that conception within the context of the contemporary citizen. The conclusion is a citizen that is defined and discovered by the subjects that seek to embody its values. It is a bottom-up model that I call the Critical Citizen. In the second part of the thesis I investigate what model of education is suited for the development of the Critical Citizen and the political conditions necessary for its realisation. I offer an interactional and an institutional response to this investigation which addresses the relationships between members of a school as well as the relationship between the school and society. Both responses are developed through an analysis of authority as an instantiation of the tension between the individual and society, and of democratic education as a potential resolution to the problem of authority. I conclude my investigation with two radical recommendations, the first interactional and the second institutional, which is informed by the politico-educational projects of Rousseau, Dewey and Freire and the methodology which underpins their practice. I argue in favour of the large-scale incorporation of internally democratic schooling in schools in the UK and the federated disestablishment of education and state in order to protect the individuals subject to education from the coercive force of the state and of the free market.