Looking back - looking forwardWhen I commenced research on my MA Dissertation the clear objective was to promote Shakespeare study at KS3 - for I deemed Shakespeare study to be an 'endangered species' on the curriculum, even though the DfES 'maintain a consistent position, despite some proposals to the contrary' to keep Shakespeare as the, 'only designated author' (Ian Davies, Correspondence with DfES). The Dissertation would posit the view that through the study of 'active methods' of teaching Shakespeare (Reference: Rex Gibson, Teaching Shakespeare in Schools) students are given 'power over language'. The skills of oracy (Alan Howe, Perspectives On Oracy), literacy (Lev Vygotsky's 'contribution to pedagogical theory'), and the ability to reflect on 'meanings' (Howe. Ibid.) are stimulated. As Gibson wrote, 'students acquire a new level of control, a critical awareness of his or her own thought process' which add depth and clarity to an exploration of the issues being aired in the plays. I considered that Shakespeare's texts have the ability to teach students Citizenry by offering them an, 'inexhaustible resource of alternatives of what it is to be human, and what societies are or might be' - Shakespeare as the 'Impartial Facilitator' - as the QCA describe the roll of Citizenship teachers.My early thinking came to the premature conclusion that the emphasis of the Dissertation would be that Citizenship issues are an epistemological tool with which to contemporize Shakespeare's plays - to illustrate the 'eternal now' of Shakespeare's plays.However, over three years of academic and empiric research (including interviews with drama and literature teachers in America, Australia, New Zealand and England; field work in Warwickshire and Oxfordshire schools; and observation and teaching at the NAGTY (2005) 'Shakespeare Summer School'), the emphasis of my research changed from being Humanities based to being best placed under the umbrella of Education and Social Sciences.My MA Dissertation concluded that rather than Shakespeare being illuminated through Citizenship topics, the focus of further research should considerCan Shakespeare's plays be used as a productive pedagogic tool within the Citizenship and PSHE curriculum in order to develop pupils' appreciation of his 'ideas, themes and issues' in preparation for the KS3 'English test: Shakespeare set sections'? I now regard the teaching of Citizenship (which should embrace PSHE and the Minister for Higher Education, Bill Rammell's, 'third strand': 'to embed the British values of freedom, fairness, civic responsibility and democracy into the teaching of our cultural and social history') is both a political ideal and a social imperative. I propose the following scheme of research under the supervision of Doctor Jonothan Neelands (Programme Director, Institute of Education), and co-supervised by Professor Jonathan Bate (Director 'CAPITAL CENTER', Shakespeare and Renaissance lecturer, Department of English and Comparative Literary Studies)ResearchAt the heart of my PhD inquiry will be an empirical four year longitudinal study at Shipston High School. I therefore feel it is incumbent on me to describe my research methodology because the resultant qualitative and quantitative report will make up a sizable proportion of my final thesis.The research objectives are threefold - to see if it is possible to prove that:" That there are quantifiable as well as qualitative reasons for continuing to include Shakespeare study on the curriculum. " That Citizenship and PSHE pedagogy can de-historicise, and demystify the output of a four-hundred year old writer and reinforce 'The eternal Now of a Shakespeare play!' (Webber, 2003), " and that the study of Shakespeare's 'ideas, themes and issues' can be an epistemological tool with which to illuminate the development of Citizenship and PSHE topics through 'cultural and social history' (Rammell, cited in Helm, 2006).I want to amass enough observations on my 'randomly selected' participants - triangulated through corroborating evidence from" e-mail questionnaires with teachers, " interviews with students," interviews with relatives," documentation (work books, records, school reports etc), " internal and SATS examination results, to have enough information to contain verifiable 'thick descriptions' of the participants. (By the time this paper is delivered the research for 2006-7 will have been analyzed and trends noted.) 2006-7 - interview a small number (6) students - 'Group A' - from Y7 to explore how they are 'settling in' to secondary education. Throughout the year there will be three 20-30 minute interviews with the students, parents, and selected teachers to reveal how the children are reacting both academically and socially to the change from Primary to Secondary education. Through observation and interview - what are the students initial perceptions of Citizenship and PSHE, and on Shakespeare study.2007-8 - there will be two groups being observed, - the intake of (2006-7) 'Group A', and a new Y7 intake 'Group B'.'Group B' will have appropriate Shakespeare texts included, by me, in their CitEd lessons from the start of the Autumn term which would be taught in close cooperation with the dedicated Citizenship/PSHE subject leader. Observations will be as before for both Groups. Triangulation as before. 2008-9 - close observation of 'Group 'A's' study of the Shakespeare text chosen for the SATS examination.'Group B' will continue to have Shakespeare texts included in CitEd classes. Observations will be as before for both Groups. Triangulation as before.The interview process as before, with particular focus on how 'Group A' cope with their SATS Shakespeare preparation and Examination - and, of course, in the summer of 2009 - 'Group A's' SATS marks in the Shakespeare section of the English written paper.I will focus on how 'Group B' react to any new 'Shakespeare studies' in English and/or Drama lessons, and how Shakespeare texts contribute to their depth of understanding of CitEd issues, and is/is not feeding into their own personal development. 2009-10 Observe 'Group B's' study of the Shakespeare text chosen for their SATS examination.Observations as before. Triangulation as before. The interview process as before, but with particular focus on how 'Group B' is coping with their chosen SATS Shakespeare text. And, of course - their final SATS marks. Conclusions or expected outcomes or findingsHypothesis:My research programme will have no definitive conclusion - it will merely contribute to the ongoing debate "To teach Shakespeare, or not to teach Shakespeare." I enter this study with certain hopes and expectations - despite the fact that it is the researcher's duty to remain objective in order that the formulation of the questions for the interviews and questionnaires are as 'fair' as possible. My hypothesis is that initially Y7 students, in both Groups 'A' and 'B', will have little, if any, understanding of the 'point' of Citizenship and PSHE pedagogy - will regard Citizenship as just another subject on the curriculum, and PSHE as an embarrassing 'waste of time'. And as for Shakespeare texts, they are far too difficult to understand - "boring!" However, I hope that the inclusion of appropriate Shakespeare stories and speeches into CitEd pedagogy will bring these subjects to life for KS3 students - and will contribute towards an improvement in both academic attainment, and more importantly - social growth as the students develop into citizens. AfterthoughtSusan Finley, who works for an American programme for underprivileged children, eloquently wrote that as an educationalist her goal is for children to embrace their understandings of themselves and society and, in so doing, to encourage them to imagine all that they can do and be in their lives. (Finley, 2005, p.690)Unless society finds a way to empower the disenfranchised, there will be many more Mohammad Sidique Khan's - and we will never move towards the United Nations millennium declaration that globally we must strive toward the paradigm of, 'freedom, equality, solidarity, tolerance, respect for nature and shared responsibilities' (Bok, 2002, p.286)……I hope my research can go some little way to helping young people realize these ideals. Re: Citizenship, PSHE & Education; Bond (2000), Dewey (1996), Honneth (2003) , Moschonas (2002), Arendt (1970), Petty (2006), Bock (2002), Mouffe (2006), Negri (2003), Schmitt (1976), Clerk (1977), Paechter (1995), Ranson (1998)Burnstein (1973), Dixon (1978), Dobson (1997), Neelands (2004), Howe (2001), Heidegger (1926/1962) Re: Language and Reasoning Development; Lacan (2004), Piaget (1962), Saussure (1966) Re: Shakespeare and Drama; Bate (1989), Bloom (1998), Boal (1995), Davidhazi (1998), Davis (2003), Dobson (1994), Finley (2005), Leavis (1952), Levin (2003), Marsden (1991), Gibson (1998). Publication to be decided anon.