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Political and Citizenship Education
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Oxford Studies in Comparative Education

Political and Citizenship Education

international perspectives

Edited by STEPHANIE WILDE

2005 paperback 144 pages, £30.00, ISBN 978-1-873927-99-1
https://doi.org/10.15730/books.59

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About the book

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.

Contents

Stephanie Wilde. Introduction. Political and Citizenship Education: international perspectives

PART ONE

Carole L. Hahn. US Students Becoming Citizens: insights from the IEA Civic Education Study

David Kerr. ‘England’s Teenagers Fail the Patriotic Test’: the lessons from England’s participation in the IEA Civic Education Study

Kerry J. Kennedy & Suzanne Mellor. Developing a ‘Democracy of the Mind’: lessons for Australian schools from the IEA Civic Education Study

W.O. Lee. Aspirations for Democracy in the Absence of a Democracy: civic education in Hong Kong before and after 1997

PART TWO

John Sayer. Developing Schools for Democracy in Europe: a decade with Trans-European Mobility Programmes for University Studies (TEMPUS)

Cynthia Miller-Idriss. Citizenship Education and Political Extremism in Germany: an ethnographic analysis

Stephanie Wilde. Papering over the Cracks? Extra-curricular and Cross-curricular Citizenship Learning in Secondary Schools in Germany

Notes on Contributors

Contributors

Carole L. Hahn is the Charles Howard Candler Professor of Educational Studies at Emory University in Atlanta, USA. She was the US National Research Coordinator for the IEA Civic Education Study and is an author of What Democracy Means to Ninth-graders: US results from the international IEA Civic Education Study. Her book Becoming Political: comparative perspectives on citizenship education and the monograph Educating a Changing Population: challenges for schools examine issues of citizenship education in five multicultural democracies. Professor Hahn is a Past President of the National Council for the Social Studies (NCSS).

Kerry Kennedy is currently Professor and Head of the Department of Curriculum and Instruction at the Hong Kong Institute of Education. He was the National Research Coordinator for the Australian component of the IEA Civic Education Study and the Principal Investigator of the project entitled Civics Education Policy in Australia, which was funded by the Australian Research Council. He is the editor of Citizenship Education and the Modern State (Falmer Press, 1997).

David Kerr is Principal Research Officer at the National Foundation for Educational Research (NFER). He was the English National Research Coordinator for the IEA Civic Education Study. He is currently leading the eight-year Citizenship Education Longitudinal Study, which began in 2001. It aims to assess the short- and long-term effects on young people of the new citizenship courses in schools in England. He is also leading an evaluation of a series of pilot projects on citizenship education for 16- to 19-year-olds. David Kerr is a trustee of the Citizenship Foundation and UK National Coordinator for the Council of Europe Education for Democratic Citizenship (EDC) Project.

W.O. Lee is Professor of Education and International Development Director at the College of Humanities and Social Sciences, University of Sydney. He was previously Dean of Foundations in Education and Head of the Centre for Citizenship Education, Department of Educational Policy and Administration and Department of Social Sciences, at the Hong Kong Institute of Education. He has also served as Associate Dean of Education and Director of the Comparative Education Research Centre at the University of Hong Kong. He has published widely in the areas of civic, moral and values education, as well as comparative education. Lee was awarded the Medal of Honour by the Hong Kong government in 2003 for his contribution to the development of civic education in Hong Kong.

Suzanne Mellor is a Senior Research Fellow at the Australian Council for Educational Research. Currently she is the Project Manager of the Civics and Citizenship Assessment Project that has been commissioned by the Ministerial Council on Education, Employment, Training and Youth Affairs. She was the Project Manager for Phase 2 of the Australian component of the IEA Civic Education Study. She is the author of ‘What’s the Point?’: political attitudes of Victorian year 11 students (Australian Council for Educational Research, 1998).

Cynthia Miller-Idriss is Assistant Professor of International Education and Educational Sociology at the Steinhardt School of Education, New York University, USA. Her primary areas of research interest are the sociology of education, cultural sociology, citizenship and national identity, and civic and vocational education. Her research interests focus on the relationships between education, nationalism and ethnic conflict, as well as citizenship education more broadly.

John Sayer has directed major TEMPUS programmes in central and eastern Europe since moving to Oxford in 1991. A former school principal and President of the Secondary Heads Association, he became Head of the Education Management Unit in London, and has published and edited extensively on education policy and management. He was also a prime mover in the creation of the General Teaching Councils for England and Wales.

Stephanie Wilde is based at the Department of Educational Studies, Oxford University, where she works on the Nuffield Review of 1419 Education and Training. Prior to that, she worked at the University of Hannover, Germany, and completed a post-doctoral study of citizenship education in Germany, supported by the Humboldt Foundation. Her volume Citizenship Education in Germany: not doing it by the book was published in 2004 by Symposium Books.

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