For many years, the fields of citizenship education and participatory democracy have often operated independently from each other. During the last decade, the Transformative Learning Centre of the University of Toronto has nurtured multiple spaces for an interdisciplinary dialogue among scholars, practitioners and students from these two fields. One of those spaces was the Second International Conference on Citizenship Learning and Participatory Democracy, where close to 300 participants from all over the world shared ideas in more than 150 sessions, including discussions, round-tables, workshops and keynote addresses. This volume brings together a selected collection from the many papers submitted to the conference. Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives includes an introductory essay, 18 chapters and a postscript, and is organized in three sections: I. Learning democracy in educational institutions II. Learning democracy in communities III. Learning democracy in participatory budgeting The articles in this book represent a variety of perspectives (as the authors come from different geographical and disciplinary locations), but they all share a commitment to improvements in theory, research and practice in the worldwide movement for deepening democracy and for an emancipatory citizenship education.

This book explores the relationships between education, lifelong learning and democratic citizenship. It emphasises the importance of the democratic quality of the processes and practices that make up the everyday lives of children, young people and adults for their ongoing formation as democratic citizens. The book combines theoretical and historical work with critical analysis of policies and wider developments in the field of citizenship education and civic learning. The book urges educators, educationalists, policy makers and politicians to move beyond an exclusive focus on the teaching of citizenship towards an outlook that acknowledges the ongoing processes and practices of civic learning in school and society. This is not only important in order to understand the complexities of such learning. It can also help to formulate more realistic expectations about what schools and other educational institutions can contribute to the promotion of democratic citizenship. The book is particularly suited for students, researchers and policy makers who have an interest in citizenship education, civic learning and the relationships between education, lifelong learning and democratic citizenship. Gert Biesta (www.gertbiesta.com) is Professor of Education at the School of Education, University of Stirling, UK.

Education for Democratic Intercultural Citizenship (EDIC) is very relevant in contemporary societies. Seven European universities are working together in developing a curriculum to prepare their students for this important academic, societal and political task. The book present their theories and practices.

The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: Foundational thinkers on, and the theories of, citizenship and education; Citizenship and education in national and localised contexts; Citizenship and education in transnational contexts; Youth, advocacy, citizenship and education; Contemporary insights on citizenship and education; An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices.

This book engages with the political, philosophical and policy debates around contemporary democratic socialism and state education. It examines contemporary education and education systems, as well as democratic socialism in the context of the complex political world we live in currently. It takes the reader towards a democratic socialist curriculum and pedagogy, and concludes by investigating democratic socialism and governance in education. Discussing the work of Axel Honneth, Chantal Mouffe and Norberto Bobbio, the book argues that contemporary democratic socialism gives a philosophical and political grounding to the notion of education being more than simply preparation for work or a series of qualifications. It makes the case for education as an exercise in democratic community, and learning as collective citizenship. Taking the curriculum, classroom pedagogy, and educational governance in turn, it offers a series of practical ways in which state education can be re-interpreted and re-applied to emphasise the democratic, collective and creative aspects of learning. "Hopkins contends, firstly, that twenty-first-century democratic socialism must reinvigorate itself by responding to the challenges of liberalism; and, secondly, that a socially just education system must be willing to learn from such a reinvigorated socialism. These twinned theses are clearly and concisely thought through in relation to urgent educational, and more broadly socio-political, issues: contemporary democratic-socialist thought; educational systems (and possibilities for reform); curriculum design; pedagogy; systems and mechanisms of governance. In just a few thousand words, Hopkins’s Democratic Socialism and Education manages to be that rare thing: a book that is both lucid introduction and original contribution. It will surely appeal equally to teachers, philosophers of education, and those engaged in educational action research." Dr. Oliver Belas, Lecturer in Education, School of Education and English Language, University of Bedfordshire, UK

Transnational Perspectives on Democracy, Citizenship, Human Rights, and Peace Education considers ways in which national systems of education could work together, across borders, to determine the meaning and significance of the principles of democracy, human rights and peace education, in ways that are comparative and relational. The contributors and editors (Mary Drinkwater, Fazal Rizvi and Karen Edge) argue that in an era of globalization, collaborative investigations are crucial for developing an understanding of rights, democracy and peace that is transnationally inflected, and through which national systems of education hold each other accountable. The chapters address issues such as citizenship, identity, language, conflict and peace-building, global educational policy, and democratic approaches to policy and education issues of democracy, human rights and peace education through analyses of case studies, research findings and policy initiatives drawn from countries in the global north and south.

This book examines the globalization trends in higher education from an international political science perspective, using Nye’s theory of soft power to explore the rationale behind it. It focuses on conceptualizing the Soft Power Conversion Model of Higher Education, which is embedded in the globalization of higher education, and analyzes the globalization of Chinese higher education reform. Also, this book provides innovative and unique viewpoints on conceptualizing and mapping the globalization and internationalization of higher education, especially for current Chinese higher education (1949-2016). It discusses and illustrates cutting-edge concepts of global higher education, such as global learning, global competency, and global citizenship and refines them in the conceptualized soft power conversion model of higher education. This book reports on and enriches the theoretical concept of global education, and provides practical insights into global learning, global citizenship and global competency for Chinese undergraduate students.