Since the 1990’s, a number of studies have documented a remarkable high and stable amount of popular engagement in civic organizations in Denmark, Norway and Sweden. Often these countries have been considered deviant cases against the proliferating decline of social capital studies. However, despite great international interest in the Scandinavian region, the volume argues that the civil societies and the civic engagement of these countries remain poorly understood. Most interest in the Scandinavian welfare models addresses the balance between state and market, but under communicates the role played by civil society and popular engagement in associations and voluntary organizations. The contributions offer a coherent portrait of stability and change in formal and informal forms of civic engagement over the past 25 years as well as offering contextualized knowledge of the history and institutional design in which Scandinavian civil societies are embedded.

This open access book presents an in-depth analysis of data from ICCS. An international group of scholars critically address the state of civic and citizenship education in the four Nordic countries that participated in the IEA International Civic and Citizenship Education Study (ICCS) in 2009 and 2016. The findings are of particular relevance to educators at all levels, from school education through to teacher education. Nordic countries have long traditions of democracy and their students have performed relatively well in the ICCS assessments. Nonetheless, citizenship education continues to evolve and has received increasing attention in recent educational reforms, indicating policymakers understanding that schools play an important role in establishing democratic values among future citizens. Data from ICCS can be used to analyze, discuss, and reflect on the status of civic and citizenship education and can contribute to the discourse on the potential role of education in contributing to sustainable democracies for a common future. However, teaching citizenship and learning democracy are two different things. While young people can be taught about democracy in school, it is vital that schools work together with the wider community in which youth operate to strengthen civic understanding and values for all young people regardless of their social and economic background.

Online publication: https://pub.norden.org/nord2020-031/ Abstract [en] Voluntary work is important in itself, but it also creates cohesion and other important resources for society. In the Nordic region, voluntary work has also been a key feature in the democratic debate, and has been important for creating political inclusion. This report indicates that voluntary work in the Nordic region remains stable but, under the surface, structural changes are taking place that suggest that voluntary work and organisations are now finding a different role to the one they occupied previously.

In the current neo-liberal political and economic climate, it is often suggested that a large and strong state stands in opposition to an autonomous and vibrant civil society. However, the simultaneous presence in Sweden of both a famously large public sector and an unusually vital civil society poses an interesting and important theoretical challenge to these views with serious political and policy implications. Studies show that in a comparative context Sweden scores very highly when it comes to the strength and vitality of its civil society as well as social capital, as measured in terms of trust, lack of corruption, and membership of voluntary associations. The "Swedish Model," therefore, offers important insights into the dynamics of state and civil society relations, which go against current trends of undermining the importance of the welfare state, and presents autonomous civic participation as the only way forward.

The myth of generations of disengaged youth has been shattered by increases in youth turnout in the 2004, 2006, and 2008 primaries. Young Americans are responsive to effective outreach efforts, and this collection addresses how to best provide opportunities for enhancing civic learning and forming lasting civic identities. The thirteen original essays are based on research in schools and in settings beyond the schoolyard where civic life is experienced. One focus is on programs for those schools in poor communities that tend to overlook civic education. Another chapter reports on how two city governments--Hampton, Virginia, and San Francisco--have invited youth to participate on boards and in agencies. A cluster of chapters focuses on the civic education programs in Canada and Western Europe, where, as in the United States, immigration and income inequality raise challenges to civic life.