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Political, economic, technological and cultural changes have taken
place all over the globe, changes which have transformed the
meanings of citizenship and citizenship education. This volume
represents an effort to analyze the implications of these changes.
It covers the political socialization of Palestinian children on
the West Bank in Israel, the role of the mass media in citizenship
education, gender egalitarianism and democracy.
Political, economic, technological and cultural changes have taken
place all over the globe, changes which have transformed the
meanings of citizenship and citizenship education. This volume
represents an effort to analyze the implications of these changes.
It covers the political socialization of Palestinian children on
the West Bank in Israel, the role of the mass media in citizenship
education, gender egalitarianism and democracy.
In recent decades the pendulum is swinging away from the idea and
ideals of public education, and a new ethos increasingly takes over
the shrinking public space of education. In the 1980s markets were
elevated to social and economic icons, becoming a new secular
faith. Privatizing public education became a credible policy in
many countries and there have been an increasing number of attempts
to restructure and deregulate state schooling. Global trade
agreements foster domestic and international trade in education
services treating education as a commodity to be sold and
purchased, and many countries adopt various forms of market-related
practices in education. These are not neutral, technical,
managerial changes in the production and delivery of public
education. They transform education in ways that have profound
social and edu- tional consequences. To justify the introduction of
market reforms in education public schools and educators are being
defamed and accused of a series of vices, such as inef?ciency and
laziness. We must be reminded that public education, i. e. ,
mandatory publicly ?nanced schooling, that was introduced in
Austria as early as in 1874 and spread to other countries, was
considered the most progressive movement of the nineteenth and
twentieth centuries. Public schools were established to make
education univ- sally available to all children, free of charge,
and have been recognized as gateways to opportunity (Kober, 2006).
In recent decades the pendulum is swinging away from the idea and
ideals of public education, and a new ethos increasingly takes over
the shrinking public space of education. In the 1980s markets were
elevated to social and economic icons, becoming a new secular
faith. Privatizing public education became a credible policy in
many countries and there have been an increasing number of attempts
to restructure and deregulate state schooling. Global trade
agreements foster domestic and international trade in education
services treating education as a commodity to be sold and
purchased, and many countries adopt various forms of market-related
practices in education. These are not neutral, technical,
managerial changes in the production and delivery of public
education. They transform education in ways that have profound
social and edu- tional consequences. To justify the introduction of
market reforms in education public schools and educators are being
defamed and accused of a series of vices, such as inef?ciency and
laziness. We must be reminded that public education, i. e. ,
mandatory publicly ?nanced schooling, that was introduced in
Austria as early as in 1874 and spread to other countries, was
considered the most progressive movement of the nineteenth and
twentieth centuries. Public schools were established to make
education univ- sally available to all children, free of charge,
and have been recognized as gateways to opportunity (Kober, 2006).
The central objective of this book is to analyze the
characteristics of the social contexts and environments in conflict
situations, and the impact that these socializing environments may
have on the political learning and emerging citizenship
orientations of youngsters. Special attention is given to the
socializing environments of Palestinian and Israeli youngsters,
drawing on material recently collected in Israel.
Ichilov's incisive research uses a multilevel and interdisciplinary
approach to argue that political learning is structured within
social environments and that there are fundamental differences
between the socializing environments in conflict and non-conflict
situations.
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