Abstract
A range of initiatives to promote well‐being and empowerment have been introduced into English schools. These ostensibly support the citizenship curriculum that seeks to foster a more active and engaged populace. Whilst children are being encouraged to view their own well‐being as a personal project (and as a badge of successful citizenship), this process is being undermined by an informal curriculum of citizenship, embedded within the culture of performativity, that is promoting a climate of misrecognition within schools. This form of “symbolic violence” (that affects working‐class families disproportionately) is encroaching into the private sphere, traditionally a potential refuge providing opportunities for the development of forms of well‐being that were not dependent on institutional endorsement. It is suggested that some of the counter‐hegemonic values developed in the face of marginalisation might usefully inform issues of citizenship and well‐being in schools in ways that would encourage genuinely empowered forms of citizenship.
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