Abstract
Citizenship education (CE) remains underscored by notions of rights recognition and belonging. If any of the above are constrained the possibility is that such a form of education would be undermined. The central argument of this contribution involves advancing claims of CE along the lines of deliberative engagement, recognition of others’ justifications and the quest for justice. Like the articles in this issue intimate, education cannot be oblivious of such claims of citizenship if education were to advance political and social interests.
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