This book examines the issues of theorizing citizenship education
research in non-Western societies that have embarked on democratic
development after the fall of authoritarianism and colonialism.
Despite a proliferation of studies on citizenship and citizenship
education in non-Western contexts, there has been limited
theorization of this research and little discussion of the
applicability to such contexts of Western theoretical frameworks.
This volume addresses these issues through empirical case studies
of citizenship conceptions, practices, and education in South and
West Africa, Latin America, Central Europe, and the Middle East.
The contributors to the volume call into question the uncritical
application of Western theoretical frameworks to non-Western
societies and advocate for the development and wider application of
new paradigms rooted in local processes and indigenous knowledge to
better understand and theorize citizenship and citizenship
education in such societies. This volume will be of interest to
scholars, researchers, and practitioners working in the field of
comparative and international citizenship education. It was
originally published as a special issue of Compare: A Journal of
Comparative and International Education.
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