The thesis develops from the introduction and analysis of an heuristic methodology, to a dedicated chapter that considers the issues raised in respect of minority ethnic citizenship, particularly in relation to identity. This chapter includes questions of semiotics, discourse, and the development of a dynamic model of change incorporating these related concepts. A critical perspective on the Crick Report follows, and examines whether the report does in fact give 'due regard' (CRE, 2001, p7) to issues of anti-racism and minority ethnic citizenship. The data chapters then present the results of field study both from within the Local Education Authority (LEA) as an institution, and from various schools throughout the county. Both contain comprehensive case studies; the LEA chapter introducing a 'typology of engagement' in relation to the issues raised by minority ethnic citizenship, whilst the pupil data returns to further analysis of identity related issues. The concluding chapter endeavours to pull the research findings together, considering the implications for both policy and practice, with attention given to further research that might follow from the findings. At the same time consideration is given to various texts and contexts presented throughout the thesis in order that these may be considered in overview from a more holistic perspective.