Rowman & Littlefield Publishers
Pages: 320
•
Trim: 6 x 9
978-0-7425-4756-8 • Paperback • December 2006 • $54.00 • (£42.00)
978-1-4616-4299-2 • eBook • December 2006 • $51.00 • (£39.00)
Doyle Stevick is Assistant Professor of Educational Leadership and Policies at the University of South Carolina and Founder and Chair of the Citizenship and Democratic Education group in the Comparative and International Education Society. A Fulbright Fellow to Estonia in 2003, he has given presentations in seven countries and been translated into four languages. Bradley A. U. Levinson, an anthropologist, is Associate Professor of Education at Indiana University. His research interests include student culture and identity formation, the ethnography of education policy, immigrant education, and citizenship education for democracy. His books include We Are All Equal: Student Culture and Identity at a Mexican Secondary School (Duke University Press), Policy as Practice (with Margaret Sutton, Greenwood) and Rowman and Littlefield's Schooling the Symbolic Animal: Social and Cultural Dimensions of Education.
Part 1 The View From the School: Students and Teachers Negotiating Democratic Citizenship
Chapter 1 Civic Education in Two Worlds: Contestation and Conflict over the Civic in School and Community on the Spokane Indian Reservation
Part 2 Not Just for Kids: Adults as Citizens in Learning/Challenging Democracy
Chapter 2 Reformasi, Civic Education and Indonesian Secondary School Teachers
Chapter 3 Democratic Pentecost in El Salvador? Civic Education and Professional Practice in a Private High School
Part 3 States Forming Citizens: Policy and Cultural Contestation
Chapter 4 Curricular Intervention and Greek-Cypriot Pupils' Constructions of Citizenship: Can 'Europe' Include Immigrants?
Chapter 5 Education for Democracy: The Text and Context of Freire's Circles of Culture in Brazil
Chapter 6 Examining Peripheries of Substantive Democracy in Lithuania From the Teachers' Point of View: Intended and Unintended Outcomes of the Financial Reform in Education
Chapter 7 Developing Citizen Leaders for Democratic Governance in South Africa
Chapter 8 Citizenship Education in the 'New Europe': Who Belongs?
Chapter 9 The Politics of the Holocaust in Estonia: Historical Memory and Social Divisions in Estonian Education
Chapter 10 Forming and Implementing A New Secondary Civic Education Program in Mexico: Toward a Democratic Citizen without Adjectives
Chapter 11 The Emergence of Global Citizenship Education in Japan
Chapter 12 Intercultural and Global Meanings in the Australian Secondary Curriculum: Between Critical Contestations and Minimal Constructions
This volume brings together researchers who enrich the discourse about citizenship education in numerous ways: they cross disciplines, expand pedagogical models, encompass studies on both the young and the old, and report on a wide range of countries.
— Judith Torney-Purta, professor of human development, University of Maryland
A well written, topically balanced, analytically inclusive, and stylistically accessible work that adds much to the literature of global citizenship education and general comparative and international education. It should benefit students and scholars in education and in the general social sciences, and it could be used as a primary or supplementary textbook in both advanced undergraduate and graduate classes. It should also achieve a wide public readership, and with the widening discussion around the topic, this book will present a selectively reliable interpretation of the newly emerging discourses in the case.
— Comparative Education Review, May 2009
The contents and methods to develop democratic citizens are as varied as the understandings of democratic citizenship itself. Reinmagining Civic Education for a Changing World provides a timely and important contribution to the study of citizenship education and political socialization. With its impressive international scope, careful examination of the particularities of local cultures and actors, and a comprehensive approach that includes formal and non-formal educational settings as well as policy analysis, this book reinvigorates the field and appeals to a wide audience.
— Daniel Schugurensky, University of Arizona