This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It also responds to the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments of this kind include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as the role of schools in fostering peaceful ways of interaction between young people. Besides enabling the evaluation of a wide range of aspects of civic and citizenship education, including those related to recent developments in a number of countries, the inclusion of test and questionnaire material from the first cycle of the study in 2009 allows the results from ICCS 2016 to be used to examine changes in civic knowledge, attitudes and engagement over seven years.

This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It also responds to the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments of this kind include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as the role of schools in fostering peaceful ways of interaction between young people. Besides enabling the evaluation of a wide range of aspects of civic and citizenship education, including those related to recent developments in a number of countries, the inclusion of test and questionnaire material from the first cycle of the study in 2009 allows the results from ICCS 2016 to be used to examine changes in civic knowledge, attitudes and engagement over seven years.

How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations.

Following the Second World War, a generation of Seattle parents went against conventional medical wisdom and chose to bring up their children with developmental disabilities in the community. This book presents a stunning visual narrative of thirteen of these remarkable families. With a rich array of interviews, photographs, newspaper clippings, official documents, and personal mementos, photographer Susan Schwartzenberg captures moving recollections of the struggle and perseverance of these parents. Becoming Citizens traces their dogged determination to make meaningful lives for their children in the face of an often hostile system. Breaking the silence that characterizes the history of disability in the United States, Becoming Citizens is a substantive contribution to social and regional history. It demonstrates the ways in which personal experiences can galvanize communities for political action. The centerpiece of the book is the story of four mothers-turned-activists who coauthored Education for All, a crucial piece of Washington State legislation that was a precursor to the national law securing educational rights for every person with a disability in America. Becoming Citizens is a deeply compassionate testament to the experience of family life and disability, as it is to the ways in which ordinary citizens become activists. It will be important to anyone interested in disability studies, including teachers, friends, and families of those with disabilities.

In the last decades, political participation expanded continuously. This expansion includes activities as diverse as voting, tweeting, signing petitions, changing your social media profile, demonstrating, boycotting products, joining flash mobs, attending meetings, throwing seedbombs, and donating money. But if political participation is so diverse, how do we recognize participation when we see it? Despite the growing interest in new forms of citizen engagement in politics, there is virtually no systematic research investigating what these new and emerging forms of engagement look like, how prevalent they are in various societies, and how they fit within the broader structure of well-known participatory acts conceptually and empirically. The rapid spread of internet-based activities especially underlines the urgency to deal with such challenges. In this book, Yannis Theocharis and Jan W. van Deth put forward a systematic and unified approach to explore political participation and offer new conceptual and empirical tools with which to study it. Political Participation in a Changing World will assist both scholars and students of political behaviour to systematically study new forms of political participation without losing track of more conventional political activities.

Her comparative discussion with the US and UK draws on lessons from New Zealand, a country where young citizens often express a strong sense of personal responsibility for their planet but where many children also face shocking social conditions. Hayward develops a 'SEEDS' model of ecological citizenship education (Social agency, Environmental Education, Embedded justice, Decentred deliberative democracy and Self transcendence). The discussion considers how the SEEDs model can support young citizens' democratic imagination and develop their 'handprint' for social justice.From eco-worriers and citizen-scientists to streetwise sceptics, "Children, Citizenship and Environment" identifies a variety of forms of citizenship and discusses why many approaches make it more difficult, not easier, for young citizens to effect change.

Examine what it means to be a global citizen, and learn about the rights and responsibilities that we all have. The right to grow and thrive in a safe environment. The right to a name and an identity. The right to the free expression of ideas. The right to an education. In Global Citizenship: Engage in the Politics of a Changing World, readers ages 12 to 15 discover the resources and information they need to learn about issues of global concern and strategies for taking informed action, as outlined by the Sustainable Development Goals set in 2015 by the United Nations General Assembly. Each chapter centers on a specific human right outlined by the United Nations' "Convention on the Rights of the Child," focusing on the political, human, economic, environmental, and cultural guarantees born of our common humanity. Readers learn about the history and evolution of citizenship, about past and ongoing human rights struggles, about economic justice, and about environmental sustainability. They also learn about cultural appreciation and preservation in an age of global convergence. Ready to create a better future for all? Let's go - In an interconnected world with countless tools for education and social participation, children need not wait until adulthood to become civic participants and social justice advocates Young people can forge local and international partnerships to combat inequality, promote sustainability, and foster intercultural understanding. - Links to online resources provide a digital learning experience that integrates content with an interactive platform. - Investigations include examining case studies, researching global groups working for change, and developing biographies of key people. About the Inquire & Investigate series and Nomad Press Nomad Press books in the Inquire & Investigate series integrate content with participation, encouraging readers to engage in student-directed learning. Combining content with inquiry-based projects stimulates learning and makes it active and alive. Nomad's unique approach simultaneously grounds kids in factual knowledge while allowing them the space to be curious, creative, and critical thinkers. All books are leveled for Guided Reading level and Lexile and align with Common Core State Standards and Next Generation Science Standards. All titles are available in paperback, hardcover, and ebook formats.