Jon Jeffers is the loneliest nine-year-old on earth. It's 1935, and he's stuck on a tiny rocky island off the coast of San Francisco with his mother and his lighthouse-keeper father. So when the ghost of an ancient magician appears and offers to teach him to fly, Jon seizes the chance for adventure. But then he flies into serious trouble. . . .

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.

A is for Activism, B is for Ballots, C is for Country. An ABC of Democracy introduces complicated concepts surrounding politics and government to the youngest of children. Everyone has the right to be treated fairly, no matter who they are, what they look like, or where they come from. From A to Z, simple explanations accompanied by engaging artwork teach children about the world we live in and how to navigate our way through it. Each right-hand page includes a brightly decorated letter with the word it stands for and an encouraging slogan. On the left, a colourful illustration and bite-size text sum up the concept. Cheerful people from a range of backgrounds, ethnicities and abilities lead the way through the alphabet. F is for Freedom. We all deserve to be free to choose. N is for Need. Democracy needs everyone's participation to run at its best. Q is for Questions. Go ahead and ask! V is for Voting. Everyone should be able to have their say. A follow-up to the bestselling An ABC of Equality, this beautiful book will teach the youngest of readers about liberty and justice for all.

Strengthen students' understanding of key AQA GCSE topics and develop the vital skills required to attain the best results possible in the exams, with this expert-written Student Workbook. Written by experienced examiner Mike Mitchell, this write-in Student Workbook: - Actively develops knowledge and the ability to recall information with consolidation questions and short topic summaries - Reinforces understanding and boosts confidence with exam-style practice questions and clear spotlight of the Assessment Objectives - Encourages independent learning as students can use the Workbook at home or in class, throughout the course or for last-minute revision, with answers to tasks and activities supplied online

Study & Master Social Sciences has been specially developed by an experienced author team for the Curriculum and Assessment Policy Statement (CAPS). The comprehensive Learner's Book: * provides activities that develop learners' skills and understanding of each of the modules specified by the CAPS curriculum * includes good-quality illustrations, photographs and diagrams in full colour * offers current and relevant content clearly set out according to the curriculum document. The innovative Teacher's Guide includes: * step-by-step guidance on the teaching of each lesson and activity as well as each form of assessment * Remedial and Extension activities for each module * bright ideas to extend the curriculum into the world outside the classroom * a complete section on Formal Assessment, with sample examinations and their memoranda as well as photocopiable record sheets and templates.

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.

The gangstas don't view themselves as subjects to a kingdom. The truth is, they serve a king willingly or through ignorance.

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.