Citizenship through Secondary History. By James Arthur, Ian Davies, Andrew Wrenn, Terry Haydn and David Kerr. Routledge Falmer pound;16.99.

The decision to introduce citizenship as a statutory subject in secondary schools is no longer a matter of debate. Graham Butt’s helpful synopsis in Citizenship through Secondary Geography narrates the passage from the disappointing Curriculum Guidance 8 in 1990, to the Crick Advisory Group founded in 1997 and the birth of the Order for Citizenship (DFEEQCA 1999b). A hard coming indeed.

Both books explore the contexts in which citizenship is to be understood - conceptual, historical and political - and the contribution each subject can make. A glance at the past shows the pitfalls in this area from the behavioural criteria found in American textbooks of the 1920s “based on commandments like those required at the gateway to eternal life” to the inward looking and utilitarian approach of the Thatcher years.

Each contributor is committed to citizenship education and to their subject and this commitment is not diluted by the academic nature of much of the writing. Both titles make compelling cases for their subject asprimary vehicles fordeveloping citizenship.

Frances Slater explores in detail the “values-laden” nature of geography, raising in passing some interesting research about cultural attitudes to floods. There is some strong research evidence based on pupils’ perceptions: “I think geography is the only real source of information on environmental issues. To be honest I don’t think the work we did for science in GCSE covered anything.”

Similar points are made in the chapter on “The moral dimensions” in the History title; history is implicated in making moral judgments seen in the use of terms such as progressive and reactionary and massacre and atrocity:

“History properly taught can help men to become critical and humane, just as wrongly taught, it can turn them into bigots and fanatics.”

Both titles have case studies which teachers will find useful. In Geography, Crispin Jones explores, through examples which are embedded in the schemes of work of probably every school, the geography of exclusion and there is a comprehensive survey by John Huckle of the opportunities geography provides to develop ecological citizenship.

The History title explores the possible tensions that exist between teaching European history and European citizenship and a concluding chapter adopts a fresh approach to the study of Olaudah Equiano - subject, slave and citizen. Having read several times the chapter on the Holocaust, written from the perspective of the political geographer, I remain convinced that this should be with history, where it is required teaching.

These titles are not easily dipped into; they invite reflection and discussion. Both illustrate how geography and history are delivering global citizenship and political literacy in practice. Theyreinforce the case for these subjects playing leading roles on the citizenship stage.

Mark Williamson is lead adviser for excellence in cities in the London borough of Hounslow.