The Palgrave Handbook Of Citizenship And Education

Preface......Page 5
Acknowledgments......Page 7
Contents......Page 8
About the Editors......Page 14
Contributors......Page 16
Part I: Foundational Thinkers on, and Theories of, Citizenship and Education......Page 21
1 A Confucian Conception of Citizenship Education......Page 22
Introduction......Page 23
Junzi (Exemplary Persons) and Zhengming (Rectification of Names)......Page 25
A ``Thick´´ Conception of Human Good Through Dao (Way)......Page 27
The Utilization of Dialogue to Foster Reflective Citizens......Page 29
Conclusion......Page 31
References......Page 32
2 Aristotle on Citizenship and Civic Education: The Central Role of Political Participation......Page 35
Introduction......Page 36
Life and Method......Page 37
Major Texts and the Link Between Ethics and Politics......Page 38
Essential Concepts for Understanding Aristotle on Citizenship......Page 39
Aristotle´s General Definition of Citizenship......Page 41
Puzzles About Citizenship......Page 44
Virtue Education......Page 45
The Specifics of Civic Education......Page 46
Citizenship Education as Virtue Education......Page 47
Aristotle as a Social Democrat......Page 48
References......Page 49
3 Political Liberalism, Autonomy, and Education......Page 52
Introduction......Page 53
Reasonable Pluralism......Page 54
A Political Conception of Justice......Page 55
Civic Respect and Public Reason......Page 56
The Duty of Civility and the Public Political Forum......Page 57
Full Political Autonomy......Page 58
Political Versus Comprehensive Autonomy......Page 59
Political and Comprehensive Autonomy: For and Against the Convergence Thesis......Page 60
The First Moral Power Argument for the Convergence Thesis......Page 61
Against the First Moral Power Argument......Page 62
The Burdens of Judgment Argument for the Convergence Thesis......Page 63
Against the Burdens of Judgment Argument......Page 64
Against the Second Moral Power Argument......Page 65
Conclusion......Page 66
References......Page 67
4 Civic Republicanism, Citizenship and Education......Page 69
Introduction......Page 70
The Concept of Republican Liberty......Page 71
Civic Republicanism: Problems and Issues......Page 74
Implications for Citizenship Education......Page 77
Conclusion......Page 80
References......Page 81
5 Arendt, Citizenship, and Education......Page 82
Introduction......Page 83
Educational Citizenship Behavior: Arendt´s Notion of a Republic of Citizens United by a Plural Collective Public Arena......Page 84
The Plurality of Individuals and the Political Realm Between Them......Page 86
Arendt´s Phenomenology of Action, the Morality of Politically Shared Citizenship Education, and the Public Sphere......Page 89
Conclusions......Page 91
References......Page 92
6 Rousseau on Citizenship and Education......Page 94
Citizenship in Rousseau´s Thought......Page 95
Amour-propre and the Challenges to Citizenship......Page 98
Rousseau´s Educational Project(s): Domestic and Civic......Page 100
References......Page 107
Primary Texts......Page 108
7 Paulo Freire: Citizenship and Education......Page 109
Introduction......Page 110
The Life and Work of Freire......Page 111
The Concept of Conscientization......Page 112
Praxis = Reflection + Action......Page 113
Banking Education......Page 114
Problem-Posing Education......Page 115
Critical Pedagogy......Page 116
Citizenship Education, Politics, and Critique......Page 117
Democratic Education......Page 118
Peace Education and Social Transformation......Page 119
Relevance to Formal Schooling......Page 120
Freire and Informal Education......Page 121
Summary Conclusion and New Possibilities......Page 122
References......Page 123
8 Dewey and Citizenship Education: Schooling as Democratic Practice......Page 126
Democracy and Education......Page 127
Early Work (Before 1900): The School as ``Embryonic Society´´......Page 130
Later Work (Post-1916): Intelligent Understanding and Scientific Spirit......Page 134
Conclusion......Page 136
References......Page 137
9 Cosmopolitanism, Citizenship, and Education Through the Lens of John Dewey......Page 139
The Challenges of Education in and for a Cosmopolitan World......Page 140
Experience and Democracy in the Philosophy of John Dewey......Page 143
Revisiting the Challenges of Educating in and for a Cosmopolitan World Through the Lens of Dewey´s Philosophy......Page 147
Conclusion......Page 150
References......Page 151
10 Neoliberalism, Citizenship, and Education: A Policy Discourse Analysis......Page 153
Introduction......Page 154
Contested Concepts and Approaches......Page 155
Neoliberalism and Citizenship......Page 156
Neoliberal Citizenship in Context: Education Policy Making in England......Page 159
Conclusion......Page 162
References......Page 163
11 Peace Education and Citizenship Education: Shared Critiques......Page 166
Connecting Citizenship Education and Peace Education......Page 167
Peace Education......Page 169
Transcending Modernity......Page 170
Foregrounding Gender......Page 171
The Centrality of Nature......Page 173
Faith Revisited......Page 174
Conclusion......Page 175
References......Page 176
12 Citizenship (and) Inequality: Ethnographic Research on Education and the Making and Remaking of Class Power and Privilege......Page 180
Introduction......Page 181
Bought Privilege and the Significance of Economic and Cultural Capital......Page 182
Citizenship, Social Class Reproduction, and Resistance......Page 185
Cultural Dissonance Factors Including Race, Class, and Gender......Page 187
Closing Remarks......Page 190
References......Page 191
Part II: Citizenship and Education in National and Localized Contexts......Page 194
13 Curriculum Policy and Practice of Civic Education in Zambia: A Reflective Perspective......Page 195
Introduction......Page 196
Education Provision in Zambia: Historical Perspective......Page 197
The Contemporary Revival of Civic Education in Zambia......Page 199
Conclusion......Page 203
References......Page 204
14 The Language of Citizenship: Indigenous Perspectives of Nationhood in Canada......Page 205
Introduction......Page 206
Indigenous Nationhood in Canada......Page 207
Citizenship......Page 208
An Era of (Re)Conciliation......Page 210
A Case of Relationships Conditioned by Rights......Page 212
Bill C-45: Concerns......Page 213
Inherent Rights: From Time Immemorial......Page 214
Discussion: Opportunities for Learning......Page 216
Conclusion/Summary......Page 217
References......Page 218
15 The Making of Neoliberal Citizenship in the United States: Inculcation, Responsibilization, and Personhood in a “No-Excuses” Charter School......Page 220
Introduction......Page 221
Charter Schools, Urban Spaces, and Underprivileged Populations......Page 223
Inculcation Through Institutional Cultures and Pedagogic Practices......Page 225
Reflections on Making Neoliberal Citizenship and the Responsibilized Subject......Page 229
Conclusion......Page 230
References......Page 231
16 Citizenship, Education, and Political Crisis in Spain and Catalonia: Limits and Possibilities for the Exercise of Critical Citizenship at School......Page 235
The Concept of Citizenship......Page 236
Catalonia Within the Framework of the Spanish State......Page 237
The Process of Political Recentralization in Catalonia and Its Consequences......Page 238
Education and Language as a Pretext......Page 240
The Future of Catalonia: Civic and Participatory Processes......Page 242
Arguments Accusing Families and Catalan Schools of Indoctrination......Page 243
The Current Debate: The Relationship Between Education, Citizenship, and Politics......Page 245
Conclusion......Page 248
References......Page 249
17 Citizenship and Citizenship Education in Zimbabwe: A Theoretical and Historical Analysis......Page 251
Introduction......Page 252
Civics and Citizenship Education: A Brief Theoretical Background and Some Pertinent Controversies......Page 253
Political, Social, and Economic Context Prior to the Introduction of Civics and Citizenship Education......Page 254
The Presidential Commission of Inquiry into Education and Training (1999)......Page 256
Content/Focus of the 2007 Civics and Citizenship Syllabus......Page 257
Debates on Ideological Implications of the Current Program in Zimbabwe......Page 258
The Nature of Civics and Citizenship Education Program in Zimbabwe......Page 259
Concluding Summary......Page 262
References......Page 263
18 Religious Citizenship in Schools in England and Wales: Responses to Growing Diversity......Page 266
Introduction......Page 267
Access: Faith Schools and Pupil Admissions......Page 269
Recognition: Religious Education and Festivals......Page 271
Accommodation: Collective Worship and Prayer......Page 273
Belonging: Pupil Values and Interfaith Relations......Page 275
Conclusion......Page 276
References......Page 277
19 Filipino Teachers´ Identity: Framed by Community Engagements, Challenges for Citizenship Education......Page 281
Introduction......Page 282
The Philippine Context of Citizenship Education......Page 283
Filipino Teachers´ Immersive Community Engagements: Re-imagining the Significance of National Citizenship Education (NCE) as a.........Page 285
The Contribution of School-Community Linkage to Filipino Teachers´ Identity Formation......Page 287
How the Colonizers´ Mandate for Teachers to Engage the Community Contributes to a Distinct Notion of Citizenship Education......Page 288
Forms of Contemporary Community Engagements, Social Identity, and Citizenship Education......Page 289
Mandated to Engage the Community: An Identity Required to Deliver Citizenship Education......Page 290
Voluntary Engagements, Social Identity, and Citizenship Education......Page 293
Collective Militant, Progressive and Nationalistic Identity, Political Activism, and Dissent as Articulation of Democratic Cit.........Page 294
Religious Affiliation and Cultural Leadership; Identity and Citizenship Education as Social and Cultural Reproduction?......Page 296
Conclusion......Page 297
References......Page 298
20 The Role of the State and State Orthodoxy in Citizenship and Education in China......Page 302
Traditional Chinese Citizenship and Education Prior to the Socialist Chinese Republic......Page 303
Conceptual Distinction Between Gongmin and Renmin......Page 305
The Fundamental Supremacy of the CPC......Page 306
Development and Changes of Socialist Chinese Citizenship Framework......Page 307
Socialist Education for Citizenship......Page 310
Contentious Issues Confronting Chinese Citizenship and Education in China......Page 314
References......Page 316
21 Citizenship Education in the Republic of Ireland: Plus ça Change?......Page 320
Introduction: Citizenship Education in Context......Page 321
A Brief History of Citizenship Education in the Republic of Ireland......Page 322
Citizenship Education as a ``Cinderella Subject´´......Page 324
Citizenship-as-Responsibilization......Page 326
The Citizenship-as-Well-being Discourse......Page 328
References......Page 330
22 Moments of Possibility in Politics, Policy, and Practice in New Zealand Citizenship Education......Page 334
Citizenship Education as an Education Ensemble......Page 335
Moments of Possibility in the History of Citizenship Education in New Zealand......Page 336
Moments of Possibility in Present Debates Around Citizenship Education......Page 339
Social Inquiry......Page 340
Social Action......Page 342
Seizing Moments of Possibility for Citizenship Education in the Future......Page 344
References......Page 345
23 The Politics of Citizenship Education in Chile......Page 348
Introduction: An Institutional Perspective for Citizenship Education Policy......Page 349
Civic Democratic Education: The Progressive Education Movement in Chile......Page 350
The Centrist and Leftist Comprehensive Reforms During the 1960s and 1970s......Page 352
Civic Education under Dictatorship......Page 353
Citizenship Education under Democracy......Page 354
Global Citizenship and National Identity: The Missing Issues in Contemporary Chilean Debate......Page 357
Conclusions......Page 358
References......Page 360
24 Global Citizenship Education in South Korea: The Roles of NGOs in Cultivating Global Citizens......Page 363
Changing Population......Page 364
International Agenda for Global Citizenship Education......Page 365
Underpinning Concepts and Typologies of Global Citizenship Education......Page 366
Key Concepts of Global Citizenship Education......Page 367
Typologies of Global Citizenship Education......Page 368
Limitations of State-Led GCE in Korea......Page 369
NGOs as GCE Provider......Page 371
Key Issues......Page 373
References......Page 375
25 Citizenship Education in England: Policy and Curriculum......Page 379
Introduction......Page 380
The History of Citizenship Education in England: A Brief Overview......Page 381
Toward a Curriculum for Citizenship Education in England......Page 382
Policy Opportunity......Page 383
Political Will......Page 385
The First National Curriculum for Citizenship......Page 387
The Second National Curriculum for Citizenship......Page 391
The Third National Curriculum for Citizenship......Page 396
The Process of Designing National Curriculum Policy......Page 399
Ideology and Citizenship......Page 401
Conclusion......Page 404
References......Page 405
Further Reading......Page 406
26 Justice-Oriented, ``Thick´´ Approaches to Civics and Citizenship Education in Australia: Examples of Practice......Page 407
Introduction......Page 408
``Thick´´ and ``Thin´´ Approaches to Citizenship Education......Page 409
Thick and Formal Approaches to Citizenship Education: Pop-Up and Student-Led Examples......Page 410
Thick and Formal Approaches to Citizenship Education: Examples that Established a Place in School Curricula......Page 412
A Threefold Typology of Informal Citizenship Education with Adults: Examples from Australian Refugee Advocacy Groups......Page 415
Drawing on Practices of Community Cultural Development for Justice-Oriented Citizenship Education......Page 417
Citizenship Education for and with Cyclists......Page 418
Conclusion......Page 420
References......Page 421
27 ``Fundamental British Values´´: The Teaching of Nation, Identity, and Belonging in the United Kingdom......Page 423
Introduction......Page 424
Britishness: Multicultural Belongings......Page 425
FBVs: Expectations on Schools and Teachers......Page 426
FBVs: The Political Policy Context......Page 427
Teaching Fundamental British Values......Page 428
FBVs, Racism, and Islamophobia......Page 429
Learning and Teaching about Identities......Page 430
Classed and Racialized Belongings......Page 431
Conclusion: Counter-Stories of Britishness......Page 433
References......Page 434
28 Civics and Citizenship Education in Australia: The Importance of a Social Justice Agenda......Page 438
Youth and ``the Problem´´ of Participation......Page 439
Youth Citizenship: Australian Policy Response......Page 441
Youth Citizenship: Beyond the Rhetoric......Page 442
Citizenship Education: A Spatial-Relational Turn......Page 443
A Social Justice Agenda for Citizenship Education......Page 446
Conclusion......Page 447
References......Page 448
29 Citizenship Education in the Conflict-Affected Societies of Northern Ireland and Syria: Learning Lessons from the Past to Inform the Future......Page 451
Introduction......Page 452
Citizenship Education in Post-Conflict Contexts......Page 453
Northern Ireland......Page 454
Syria......Page 458
Citizenship Education: Learning Lessons from the Past to Inform the Future......Page 460
Conclusion......Page 463
References......Page 464
30 Digital Citizenship and Education in Turkey: Experiences, the Present and the Future......Page 467
Introduction......Page 468
Digital Citizenship......Page 469
Digitalization in Turkey......Page 471
E-Government as an Area of Digitalization of State-Citizen Relations in Turkey......Page 475
Digital Citizenship Education in Turkey......Page 477
Summary......Page 481
References......Page 482
31 The Dilemmas of Americanism: Civic Education in the United States......Page 485
Civic Republicanism in Eighteenth- and Nineteenth-Century Schools......Page 486
Democracy and Social Science in the Twentieth-Century Classroom......Page 490
Conclusion......Page 494
References......Page 495
32 Towards an Education for Active Citizenship in Singapore......Page 499
Introduction......Page 500
Conceptions of Active Citizenship......Page 501
Confucian-Inspired Ideology and Conceptions of Citizenship in Singapore......Page 503
Citizenship Education in Singapore......Page 504
Evolution of Citizenship Education......Page 505
Pursuit of More Active Forms of Citizenship......Page 508
What Kind of Active Singaporean Citizens?......Page 511
Conflicting Conceptions of Confucian-Inspired Ideology and Active Citizenship......Page 512
Changing Appetite of Young Singaporeans for More Political Participation......Page 513
Towards an Education for Active Citizenship in Singapore......Page 514
Conclusion......Page 516
References......Page 517
Part III: Citizenship and Education in Transnational Contexts......Page 522
33 Discourses of Global Citizenship Education: The Influence of the Global Middle Classes......Page 523
Discourses and Theorizations of Global Citizenship Education......Page 524
The Encroachment of the Global Middle Classes within Local Educational Landscapes......Page 526
The Possible Influence of the GMCs Within Education System......Page 528
International Baccalaureate (IB)......Page 529
Integration of Cosmopolitan Values Within the Local Curricula......Page 530
The Rising Global Middle Classes - a Positive Development for Global Citizenship Education Goals?......Page 532
References......Page 533
34 Contested Citizenship Education in Settler Colonies on First Nations Land......Page 536
Introduction......Page 537
First Nations Sovereignty and Settler Colonies: An Unsettled Citizenry......Page 539
Silences and Erasures: The Making of the Settler Citizen......Page 542
Ethical and Political Dilemmas of Citizenship Education......Page 543
Conclusion......Page 545
References......Page 546
35 ``Being Rooted, Living Global´´: Citizenship and Education in the Singapore City-State......Page 548
Introduction......Page 549
The ``Ideal Citizen´´ (1965-1978)......Page 550
Coping with Globalization (1997-2011)......Page 552
Managing the Challenges of Globalization......Page 553
Managing Engagement with Foreign Values and Interests, Beyond Singapore......Page 554
Managing Engagement with National Values and Interests, Within Singapore......Page 555
Balancing Between Autonomy and Control in Teaching and Learning......Page 556
Fostering Deep, Genuine Critical Thinking Skills......Page 557
Obstacle 2: Performativity......Page 558
Building Social Cohesion Amidst Growing Inequality......Page 559
Involve More Voices in Reshaping Citizenship Education......Page 560
Develop a Deep, Contextualized Approach to Teaching Citizenship for All......Page 561
Conclusion......Page 562
References......Page 563
36 Constructions of ``Youth´´ and ``Activism´´ in Lebanon......Page 566
Introduction......Page 567
Conceptions of Youth......Page 569
Conceptions and Practices of Activism......Page 571
Examples of Youth Activism......Page 573
Trash Protests......Page 574
Environmental Activism......Page 575
Concluding Thoughts......Page 576
Cross-References......Page 577
References......Page 578
37 Inequality, Civic Education and Intended Future Civic Engagement: An Examination of Research in Western Democracies......Page 581
Introduction......Page 582
The Individual Resources Approach......Page 583
The Institutional Resources Approach......Page 586
A Multi-Layered Approach......Page 590
Key Challenges for Further Research......Page 591
References......Page 592
38 International Students: (Non)citizenship, Rights, Discrimination, and Belonging......Page 596
Introduction......Page 597
``Second Class´´ Citizens, Marginalization, and Discrimination......Page 599
Discrimination in Relation to Employment Opportunities and in the Workplace......Page 600
Belonging, Inclusion, and Exclusion......Page 603
Protection of Rights, Well-Being, and Belonging......Page 606
Conclusion......Page 607
References......Page 609
39 Socialist Citizenship in the Post-socialist Era Across Time and Space: A Closer Look at Cuba and Vietnam......Page 615
Introduction......Page 616
The Formation of the New Human Being and the New Socialist Person......Page 617
The Ideal Socialist Citizen and Youth Socialization: The Post-Soviet Decade......Page 618
Cuba......Page 619
Vietnam......Page 620
The Ever Newer Citizens, Educational Reforms and Challenges of Citizenship Education in the Context of Increasing Globalization......Page 621
Conclusion......Page 625
References......Page 626
40 Educational Mobility and Citizenship: Chinese ``Foreign Talent´´ Students in Singapore and Indian Medical Students in China......Page 629
Introduction......Page 630
International Student Mobility and Citizenship: A Conceptual Scheme......Page 631
International Student Mobility and Formal/Legal Citizenship......Page 632
International Student Mobility and Global Citizenship......Page 634
Empirical Illuminations: Two Views from Asia......Page 635
Case Study 1: Chinese ``Foreign Talent´´ Students in Singapore......Page 636
Case Study 2: Indian Medical Students in China......Page 638
Conclusion......Page 640
References......Page 641
41 Bringing the Citizen Back In: A Sociopolitical Approach to Global Citizenship Education......Page 644
Delineating the ``Global Citizen´´ in GCE......Page 645
Reshaping the Structure of GCE Research......Page 647
UNESCO......Page 649
OECD......Page 650
Oxfam......Page 651
General Remarks......Page 652
The Scope of Global Citizenship......Page 654
Conclusion......Page 655
References......Page 656
42 Global Citizenship Education Between Qualification, Socialization, and Subjectification......Page 659
Introduction......Page 660
Global Citizenship or Globally Oriented Citizenship?......Page 661
Global Citizenship Education: Diverse Purposes and Pedagogical Frameworks......Page 663
GCE as Qualification: OECD PISA Global Competence Framework......Page 664
GCE as Socialization: UNESCO Global Citizenship Education Framework......Page 665
GCE as Subjectification: Global Citizenship Education Otherwise......Page 668
Conclusions......Page 669
References......Page 671
43 Existing Research on Italian Migrants in the USA and Australia: A Critical Overview......Page 673
Studies of Italian Migrants in the USA......Page 674
Studies of Italian Migrants in Australia......Page 678
Conclusions and Reflections......Page 681
References......Page 682
44 Advancing Diversity Through Global Citizenship Education and Interfaith Dialogue......Page 687
Introduction......Page 688
Global Citizenship Education......Page 689
Challenges in Implementing Global Citizenship Education......Page 690
Considerations when Facilitating Interfaith Dialogue......Page 692
Interfaith Dialogue and Global Citizenship Education......Page 694
Discussion and Conclusion......Page 696
References......Page 697
45 Civic Theory and Educative Processes in Informal Spaces: A Case Study in Three Italian Realities......Page 699
Introduction......Page 700
The Concept of the Public Sphere......Page 701
Informal Learning, Civilization, and the Public Sphere......Page 702
Educational and Civic Practices in Informal Contexts......Page 703
The Crisis in Public Space: ``Decivilization´´......Page 705
A Case Study in Three Italian Realities......Page 706
Crisis in the Civic Dimension of Public Space in Italian Adolescents......Page 707
Conclusion......Page 710
References......Page 711
Part IV: Youth Advocacy, Citizenship, and Education......Page 714
46 Undocumented Students and Youth Advocacy in the USA......Page 715
Introduction......Page 716
Perspectives on Citizenship and Education Studies......Page 717
Undocumented Students´ Education in the USA......Page 720
Research on the Activism of Undocumented Youth......Page 721
Legal Dimensions Toward Citizenship in California......Page 723
California DREAM Act......Page 724
Deferred Action for Childhood Arrivals (DACA)......Page 725
Youth Advocates and Allies for Citizenship......Page 726
Socially Responsible Biliteracies in Action......Page 728
Conclusion......Page 731
References......Page 732
47 Informal Educational Infrastructure: Citizenship Formation, Informal Education, and Youth Work Practice......Page 735
Introduction......Page 736
Youth Work: Boundaries and Tensions......Page 737
Informal Education......Page 739
Citizenship Formation and Democratic Participation in Youth Work......Page 741
Informal Education in Australian Youth Work......Page 744
Conclusion......Page 746
References......Page 747
48 The Development of Civic Participation Among Youth in Singapore......Page 750
Introduction......Page 751
What Is Civic Participation?......Page 752
Non-political Participation......Page 753
Political Participation......Page 754
1950s to 1970s: Turbulent Student Activism......Page 755
1980s: The Ideal Citizen......Page 756
1990s: National Education and Community Involvement Program......Page 757
Differentiated Participation in National Education......Page 760
2014 and Beyond: Character and Citizenship Education......Page 761
Recent Times: Social Media Activism in the New Media Age......Page 762
Conclusion......Page 764
References......Page 765
49 Rural Youth, Education, and Citizenship in Sweden: Politics of Recognition and Redistribution......Page 769
Introduction......Page 770
``Natural´´ Childhoods and Urban Youth......Page 771
Othering the Rural......Page 772
Recognizing and Countering (Status) Injuries......Page 773
Lived Experience Among Rural Youth......Page 774
Rural Youth and Education......Page 775
Recognizing Young Rural Citizenship(s)......Page 776
Material Conditions and Economic Incentives in Youth´s Spaces......Page 777
The Labor Market......Page 778
Appropriation of Local Culture in Marketing......Page 779
Concluding Discussion......Page 780
References......Page 781
50 Youth Civic Engagement and Formal Education in Canada: Shifting Expressions, Associated Challenges......Page 785
Introduction......Page 786
Early Developments......Page 787
More Recent Developments......Page 790
Additional Issues and Challenges......Page 795
Concluding Considerations......Page 797
References......Page 798
51 Supporting Active Citizenship Among Young People at Risk of Social Exclusion: The Role of Adult Education......Page 802
Introduction......Page 803
Active Participatory Citizenship: Concepts and Models......Page 804
Active Citizenship and Adult Education in  Contexts of Neoliberalism......Page 805
Redistribution, Employability, or Influencing Values: Framing Active Citizenship as Response to Social Exclusion......Page 807
Background......Page 809
Perspectives on the Meanings of Active and Participatory Citizenship......Page 810
`Activating´ Individuals to Make Contributions or Creating Level Playing Fields: Selected Instances of How Promoting Participa.........Page 811
Conclusions......Page 814
References......Page 815
52 Youth Citizenship in Sierra Leone: Everyday Practice and Hope......Page 818
Introduction......Page 819
Youth: Age and Marginalization......Page 820
Agency, Citizenship Practice, and Hoped-For Alternatives......Page 821
Sierra Leone: Historical and Sociopolitical Context......Page 822
Navigation of Informal Labor: Youth Citizenship Practice and Hope in Freetown......Page 825
Navigation of Youth-Based Civil Society: Realizing Citizenship in Rural Sierra Leone......Page 826
Navigation of Crisis: Volunteering During Ebola and Changing Narratives of Youth Citizenship......Page 828
Conclusion......Page 830
References......Page 831
53 Youth Engagement and Citizenship in England......Page 834
Background: The Meaning of Key Terms......Page 835
Background: The English Political Context......Page 838
Youth Activism in England: The Educational Context......Page 840
Levels, Styles and Engines of Engagement......Page 842
Making Explicit Connections Between Education and Youth Engagement......Page 845
Conclusion......Page 846
References......Page 847
54 ``You´ve Got the Skin´´: Entrepreneurial Universities, Study Abroad, and the Construction of Global Citizenship......Page 851
Introduction: Contextualizing Study Abroad......Page 852
``Capturing´´ Global Citizenship Via the Camera......Page 854
``You´ve Got the Skin´´: Constructing Global Citizenship......Page 856
Discussion and Conclusion......Page 861
References......Page 863
55 Youth Participation, Movement Politics, and Skills: A Study of Youth Activism in Italy......Page 865
Introduction: Activism, Socialization and Skills......Page 866
The Research: Case Study and Methodology......Page 868
Hard Skills and Character Skills in Participative Trajectories......Page 870
Conclusions......Page 874
References......Page 875
56 Online Citizenship Learning of Chinese Young People......Page 878
Introduction......Page 879
Citizenship Learning in Formal School Setting......Page 880
Citizenship Learning from the Viewpoint of Social Practice......Page 881
Learning Digital Citizenship Through Online Participation......Page 882
Learning Chinese Citizenship Through Online Participation......Page 884
Conclusion......Page 886
References......Page 887
57 Education for Youth Civic and Political Action in Australia......Page 891
Introduction......Page 892
Changing Patterns of Youth Action/Engagement?......Page 894
Barriers to Participation: Disadvantaged and Marginalized Students......Page 896
Why Participate?......Page 898
New Technologies, New Forms of Action?......Page 899
Some Tenets of Effective Practices?......Page 901
Notes......Page 902
References......Page 903
Part V: New Directions in Citizenship and Education......Page 906
58 Affective Citizenship and Education in Multicultural Societies: Tensions, Ambivalences, and Possibilities......Page 907
Introduction......Page 908
The Notion of ``Affective Citizenship´´ in the Literature......Page 909
Affective Citizenship and Critical Citizenship Education......Page 911
The Emotional Injunctions of Multiculturalism: Two Examples......Page 912
``Embracing the Other´´......Page 913
``Coping with Difference´´......Page 914
Implications for Critical Citizenship Education......Page 915
Cross-References......Page 917
References......Page 918
59 Hypercitizenship in the Age of Globalization......Page 920
Introduction: The Evolution of the Concept of Citizenship......Page 921
Hypercitizenship as an Evolution of the Global and Cosmopolitan Citizenship Idea......Page 923
The Dimensions of Hypercitizenship......Page 924
Hypercitizenship and Cosmopolitanism......Page 925
Conclusion......Page 930
References......Page 931
60 World-Seeing and World-Making: The Role of Aesthetic Education in Cultivating Citizens of the World......Page 934
Cosmopolitan Citizenship Education......Page 935
The Other as an End in Place of the Other as a Means......Page 936
Multiple as Opposed to Monolithic Conceptions of Belonging......Page 937
Bottom Up in Preference to Top-Down Transnational Engagements......Page 938
The Role of Aesthetic Education in Cosmopolitan Citizenship Education......Page 939
Bridge-Building Pedagogies......Page 940
Critical Cosmopolitan Pedagogies......Page 942
Conclusion......Page 944
References......Page 945
61 Lessons from Dystopia: The Security of Nations and the Securitized Citizen......Page 948
Introduction......Page 949
The Security of Nations and the Securitized Citizen......Page 950
The Fictions of Security......Page 957
Lessons from Dystopia......Page 959
Conclusion......Page 961
References......Page 962
62 Citizenship and Education in an Age of Extremisms......Page 965
Introduction: The Age of Extremisms......Page 966
Citizenship in the Age of Extremisms......Page 968
Policy, Representation, and Exclusion......Page 970
Educating Citizens in an Age of Extremisms......Page 974
Conclusion......Page 976
References......Page 977
63 Teaching Migration as Citizenship-Building in the United States and Beyond......Page 980
Introduction......Page 981
Re-imagining Migration´s Learning Arc: Citizenship Education for a World on the Move......Page 984
Theoretical and Pedagogical Foundations of the Re-imagining Migration Learning Arc......Page 985
Culturally Responsive Teaching......Page 986
Existing Programs......Page 987
The Learning Arc......Page 988
References......Page 992
64 Revisiting a Spiritual Democracy: In Search of Whitman´s Democratic Vistas......Page 996
Introduction......Page 997
Early Perspectives on the Democratic Spirit......Page 998
Seeing Further: Creative Visions of the Spirit......Page 1001
Spiritual Citizens......Page 1004
Conclusion......Page 1006
References......Page 1007
65 Typologies of Citizenship and Civic Education: From Ideal Types to a Reflective Tool......Page 1009
Introduction......Page 1010
Conceptions of Citizenship and Civic Education......Page 1011
The Methodological Tradition of Ideal Types......Page 1012
The Use of Ideal Types in Educational Research......Page 1013
Approach to Literature Analysis......Page 1014
12 Citizenship and Civic Education Typologies......Page 1015
Typologies of Citizenship and Civic Education - Towards a Reflective Tool......Page 1020
Conclusion......Page 1022
Document Analysis Protocol......Page 1023
References......Page 1024
66 Citizenship, Disability Discrimination, and the Invisible Learner......Page 1027
Introduction......Page 1028
Inclusive Education......Page 1029
The Capability Approach......Page 1032
Disability Studies......Page 1034
Critical Disability Studies......Page 1035
Crip Theory......Page 1036
Transnational Models of Disability......Page 1037
Conclusion......Page 1038
References......Page 1039
Index......Page 1042