Citizenship education is a curricular problem because, as stated in Locating Citizenship: Curriculum, Social Class, and the ‘Good’ Citizen “it over looks the meanings youth, and urban youth in particular, make of their daily experiences with civic institutions and agencies [including schools] amid the cultural practices and structural inequalities that surround them.” It can also be difficult for many students to figure somethings out on their own, as in, they may struggle to see the “light” if you will. They can become very indecisive if not helped guided in the right direction. When asking a student to make sense of things themselves they may feel over-whelmed, which can cause them to put a halt in their education some-what. One of the problems with citizenship education in the curriculum is that it can affect some places more than others, dependant of the school’s class and how well constructed the system is.
It allows students to learn to become “good” citizens, however, if not taught how broad this statement is, it can be misconceived and misunderstood very easily. There are three different types of “good” citizens, there is more to being a “good” citizen than just recycling and such. The three type are personally-responsibility citizen, in which take responsibility for themselves, which is also one of the main types to be expressed in schools. The second type of citizen is the participatory citizen, in which has the skills needed for engaging in the public and showing appropriate behaviour. And thirdly, there is the justice-oriented citizen, which takes action, and aids in social change.