This volume surveys the new global landscape for democratic civic education. Rooted in qualitative researc, the contributors explore the many ways that notions of democracy and citizenship have been implemented in recent education policy, curriculum, and classroom practice around the world. From Indonesia to the Spokane Reservation and El Salvador to Estonia, these chapters reveal a striking diversity of approaches to political socialization in varying cultural and institutional contexts. By bringing to bear the methodological, conceptual and theoretical perspectives of qualitative research, this book adds important new voices to one of educationOs most critical debates: how to form democratic citizens in a changing world.
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