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Becoming Political
A comparative study of citizenship education and adolescent political attitudes in five western democracies.
Researching and Teaching Social Issues
(orginally published by Lexington Books, A division of Rowman & Littlefield) Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education is comprised of original personal essays in which notable teacher educators delineate the genesis and evolution of their thought and work vis-a-vis the teaching of social issues. In relating their personal stories, the authors were asked to discuss among other issues those individuals and/or scholarly works that have most influenced them and how, their own aspirations in the field, the frustrations they have faced, their perceptions of the field, their major contributions, and their current endeavors. Our ...
Teenage Citizens
Most teenagers are too young to vote and are off the radar of political scientists. Teenage Citizens looks beyond the electoral game to consider the question of how this overlooked segment of our citizenry understands political topics. Bridging psychology and political science, Constance Flanagan argues that civic identities form during adolescence and are rooted in teens’ everyday lives—in their experiences as members of schools and community-based organizations and in their exercise of voice, collective action, and responsibility in those settings. This is the phase of life when political ideas are born. Through voices from a wide range of social classes and ethnic backgrounds in the U...
The Global Education Movement
The pages of this book paint a portrait of thirteen scholars and their lifelong professional accomplishments in and contributions to teaching, service, and research in global international education around the world. Their extraordinary work contributed extensively to the development, direction and growth of the global education movement in the United States initiated by James M. Becker as Director of School Services for the Foreign Policy Association, New York City, in the 1960s. These scholars were honored with the Distinguished Global Scholar Award presented by the International Assembly of the National Council for the Social Studies, the largest professional organization for social studi...
Leaders in Social Education
Research in social education over the last forty years has broken new ground in such areas as historical understanding, civic education, cultural studies, and curriculum and assessment. This collection is comprised of reflections on the professional trajectories of nineteen leading social studies scholars. Demonstrating that their professional interests have emerged from their autobiographies, the scholars write about their personal influences, professional choices, and contributions. The book reveals how social justice, difference and diversity, and a commitment to the ongoing project of democracy have been central to their work. The chapters in this volume reveal leading social educators’ determined sense of urgency about making the world a better place through their leadership in the field. Each essay provides students, practitioners, and researchers alike with background on the nineteen scholars. Also, the scholars provide lists of their favorite publications as well as the works of other scholars that influenced them. Taken together, the chapters in this volume offer thoughts on the past, present, and future of social studies.
Cognitive and Instructional Processes in History and the Social Sciences
This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive pers...
Political and Citizenship Education
This volume examines both concepts and realities of citizenship education from various international and research perspectives. It is divided into two main sections. The first group of chapters are all by researchers closely associated with the International Association for the Evaluation of Educational Achievement (IEA) study into citizenship education and focus on the findings reported in the study as well as on the processes of the study itself and the indications for the future. The second group of chapters report on research projects and complement the insights of the first group of chapters. Whereas Part One involves broadly quantitative empirical data, Part Two features chapters with a more qualitative approach. The chapters have a broad geographical range, including the USA, the United Kingdom, Australia, Hong Kong, the Czech Republic and Germany. They also report on a variety of different data sets, use different research approaches, and include findings from the large-scale IEA study as well as a personal account of a research network and two qualitative studies.
Human Rights & Education
This book discusses the relationship between human rights and education. Education as a human right and education for human rights are currently the topics of considerable debate worldwide. In addition to their traditional role of transmitting knowledge and values, education systems are being pressed to respond to a new range of aspirations and to a wide variety of economic, political, social and cultural developments whose roots lie outside the education system. Human rights education is much wider than just teaching about human rights; it should lead to an understanding of, and sympathy for, the concepts of democracy, justice, equality, freedom, solidarity, peace, dignity, rights and responsibilities. Young people are guaranteed their right to education, and education systems should equip them with the knowledge, skills and attitudes they will need if they are to take an active part in the operation of democratic institutions.
