Rethinking Citizenship Education presents a fundamental reassessment of the field. Drawing on empirical research, the book argues that attempting to transmit preconceived notions of citizenship through schools is both unviable and undesirable. The notion of 'curricular transposition' is introduced, a framework for understanding the changes undergone in the passage between the ideals of citizenship, the curricular programmes designed to achieve them, their implementation in practice and the effects on students. The 'leaps' between these different stages make the project of forming students in a mould of predefined citizenship highly problematic. Case studies are presented of contrasting initiatives in Brazil, a country with high levels of political marginalisation, but also significant experiences of participatory democracy. These studies indicate that effective citizenship education depends on a harmonisation or 'seamless enactment' of the stages outlined above. In contrast, provision in countries such as the UK and USA is characterised by disjunctures, showing insufficient involvement of teachers in programme design, and a lack of space for the construction of students' own political understandings. Some more promising directions for citizenship education are proposed, therefore, ones which acknowledge the significance of pedagogical relations and school democratisation, and allow students to develop as political agents in their own right. "Continuum Studies in Educational Research (CSER)" is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the "CSER" series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference.

King provides the most comprehensive analysis to date of the reforms in the core institutions of democratic representation, political parties, elections, and legislatures that led the way from late 1998 through 2001. These reforms are placed in historical perspective, compared both with the electoral institutions of Suharto's New Order and with the first democratic election in 1955. King also examines the political struggles during the legislative process and identifies the compromises reached between hardliners and reformers. The new electoral policies are juxtaposed to actual practices--imlpementation--during the 1999 election at both the national and subnational levels, the latter through a case study in the heartland of Java.

The bases of voters' choice--election results--are explained using multivariate analysis. A key finding is that social-based voting has remained stronger than expected. King's analysis then considers the postelection, second wave of electoral reform that focused on the Electoral Commission and amendments to the Constitution. Lastly, King compares Indonesia's political reforms with those of the Philippines and Thailand. In sum, this book is indispensable to understanding the extent of Indonesia's political reforms, why the installation of electoral democracy succeeded, and the prospects for the consolidation of democracy. Of particular interst to scholars, students, and other researchers interested in political transitions in general and in Southeast Asia in particular.

A volume in Education Policy in Practice: Critical Cultural Studies Series Editors Bradley A. U. Levinson, and Margaret Sutton, Indiana University This book explores the diversity of American roles in education for democracy cross-culturally, both within the United States and around the world. Cross-cultural engagement in education for democracy inevitably bears the impressions of each culture involved and the dynamics among them. Even high-priority, well-funded U.S. government programs are neither monolithic nor deterministic in their own right, but are rather reshaped, adapted to their contexts, and appropriated by their partners. These partners are sometimes called ""recipients"", a problematic label that gives the misleading impression that partners are relatively passive in the overall process. The authors pay close attention to the cultures, contexts, structures, people, and processes involved in education for democracy. Woven throughout this volume's qualitative studies are the notions that contacts between powers and cultures are complex and situated, that agency matters, and that local meanings play a critical role in the dynamic exchange of peoples and ideas.The authors span an array of fields that concern themselves with understanding languages, cultures, institutions, and the broad horizon of the past that shapes the present: history, anthropology, literacy studies, policy analysis, political science, and journalism. This collection provides a rich sampling of the diverse contexts and ways in which American ideas, practices, and policies of education for democracy are spread, encountered, appropriated, rejected, or embraced around the world. This volume introduces concepts, identifies processes, notes obstacles and challenges, and reveals common themes that can help us to understand American influence on education for democracy more clearly, wherever it occurs.

When Aung San Suu Kyi returned to her native Burma to tend to her ailing mother, no one could have known that, within a few months, the quiet woman would become a leader of her people. In 1989, after Suu Kyi had worked only a year in Burma's renewed struggle for democracy, the military government place her under house arrest. The following years, while still confined to her home, Suu Kyi led Burma's National League for Democracy to victory in a national election. The military government refused to recognize the election.
In 1991, still under arrest, Aung San Suu Kyi won the Nobel Peace Prize. Upon her release from house arrest in 1995, thousands flocked to Suu Kyi's home in Rangoon to hear her speak. There she offered hope that democracy may yet blossom in Burma.
Whitney Stewart's biography, based on personal interviews with Aung San Suu Kyi and those around her, illuminates the dangers endured and the triumphs enjoyed by this inspiring woman, who has been put back under house arrest in her homeland.
Additional materials by Burmese authors brings this fascinating biography right up-to-date, including the Saffron Revolution of 2007.

This edited book provides new research highlighting philosophical traditions, emerging perceptions, and the situated practice of global citizenship education (GCE) in Asian societies. The book includes chapters that provide: 1) conceptions and frameworks of GCE in Asian societies; 2) analyses of contexts, policies, and curricula that influence GCE reform efforts in Asia; and 3) studies of students' and teachers' experiences of GCE in schools in different Asian contexts. While much citizenship education has focused on constructions and enactments of GCE in Western societies, this volume re-centers investigations of GCE amid Asian contexts, identities, and practices. In doing so, the contributors to this volume give voice to scholarship grounded in Asia, and the book provides a platform for sharing different approaches, strategies, and research across Asian societies. As nations grapple with how to prepare young citizens to face issues confronting our world, this book expands visions of how GCE might be conceptualized, contextualized, and taught; and how innovative curriculum initiatives and pedagogies can be developed and enacted.

This is a thorough exploration of the issues in teaching controversial issues in classroom, drawing on international case studies sharing teachers' and pupils' experiences. Paula Cowan and Henry Maitles provide a thorough exploration of current debates and controversies relating to teaching controversial issues in primary and secondary schools. They also investigate the changing nature of this type of learning experience and explore its contribution to the curriculum, particularly history and citizenship education. Topics covered include: What is the 'right' age to discuss controversial issues; The Citizenship Agenda; Discussing Iraq with school students; Teaching the Holocaust in the multicultural classroom; and, Islamophobia. International case studies provide fresh insights and valuable student and teacher feedback into the teaching of what many perceive as sensitive and difficult areas. Reflective questions and activities encourage readers to really engage with the issues and annotated further reading suggestions provide links to useful resources. The supporting companion website provides more detailed additional information along with practical teaching resources for those looking to explore controversial issues in their own classroom. This title is an essential reading for beginning teachers and teachers of citizenship and history, and education studies students exploring the teaching of controversial issues in the classroom.

This book critically explores civic republicanism in light of contemporary republican political theory and the influence of republican models of citizenship in recent developments in civic education across a number of Western nations.

A volume in Research in Curriculum and Instruction Series Editor: O. L. Davis, Jr. The University of Texas at Austin Teaching and Studying Social Issues: Major Programs and Approaches focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education (Lexington, Books, 2006); Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field (Information Age Publishing, 2007); and Social Issues and Service at the Middle Level (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg's pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues in the classroom) to the relatively new efforts over the last 20 to 30 years, including global education, environmental education, Science/Technology/Society (STS), and genocide education. This book provides the readers with details about the innovators their innovations so they can (1) learn from past efforts, particularly in regard to what worked and didn't work and why, (2) glean new ideas, methods and approaches for use in their own classrooms, and (3) craft new methods and approaches based on the strengths of past innovations.

Die Nuwe alles-in-een reeks kan nou spog met 'n nuwe lees- en klankprogram vir Gr 1 tot 3 om gedeelde, begeleide en selfstandige lees in die klaskamer te bevorder. Dit is ontwikkel volgens doe beginsels en doelwitte van die Kurrikulum- en assesseringsbeleidsverklaring. Die leerfokus van hierdie boek is om fonemiese bewustheid te bevorder. Leerders moet daarvan bewus wees dat spraak uit 'n reeks klanke bestaan, hulle moet individuele klanke herken, asook die manier waarop klanke woorde en woorde sinne vorm.

Approaching family through the lens of food, this book provides a new perspective on the diversity of contemporary family life, challenging received ideas about the decline of the family meal, the individualization of food choice and the relationship between professional advice on healthy eating and the everyday practices of doing family.

This book proposes a new theoretical framework for the study of immigration. It examines four major issues informing current sociological studies of immigration: mechanisms and effects of international migration, processes of immigrants assimilation and transnational engagements, and the adaptation patterns of the second generation.

In the past decade, the field of memory has been dramatically reconfigured. Global conditions have powerfully impacted on memory debates, and at the same time, claims to memory are negotiated globally. This is a fundamental shift, as until recently, the dynamics of memory production unfolded primarily within the bounds of the nation-state; coming to terms with the past was largely a national project. Under the impact of processes of globalization, this has changed fundamentally. Today it has become impossible to understand the trajectories of memory outside a global frame of reference. This book offers an innovative inroad into the various problematics of memory in a global age. It presents analytical categories to chart the terrain, and it supplies richly documented case studies that illustrate the complexities of contemporary ways of appropriating the past. Written from different cultural positions and from different disciplinary backgrounds, the collection of essays emphasizes the positionality of memory production as it is negotiated locally and globally.

Many disasters are approached by researchers, managers and policymakers as if they have a clear beginning, middle and end. But often the experience of being in a disaster is not like this. This book offers non-linear, non-prescriptive ways of thinking about disasters and allows the people affected by disaster the chance to speak.

Drawing together insights from media studies, sociology and science and technology studies, this book is one of the first major studies of media coverage, policy debates and public perceptions of nanotechnologies, and makes a fascinating and timely contribution to debates about the public communication of science.