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Civics is the study of the rights and duties that come with being a member of a country. Members of a country are called citizens. Find out more in Civics, one of the titles in the Social Studies Essential Skills series. Social Studies Essential Skills provides insight into key social studies concepts that students must know to develop a greater understanding of content

Political judgement is considered an important goal of civics lessons. When judging moral, political, or literary content, the focus is always on discovering connections between aspects that were originally not related. Existing knowledge about a domain-specific area is the basis for drawing conclusions about other knowledge. In this paper, it is showed how difficult it is to determine the quality of a political judgement in terms of content analysis or from a philosophical perspective. Political judgement is here understood as a competence. Judgement competence is the ability to argue based on justifications, weigh the facts, and decide about political matters in a way that is correct from a factual perspective. ln conclusion, the findings from two political didactics studies on political judgements are presented which reveal that quality is a problem in civics lessons.

In Next Medicine, Walter Bortz shows how the defects of American healthcare threaten the stability of our entire nation. A physician with fifty years of experience and an expert on aging, Bortz argues that the financial interests of biotech and drug companies have eroded the values of the medical profession and placed profit before human wellbeing. Heart disease, for example, is widely treated with drug interventions and invasive surgery--both of which are extravagantly profitable. But daily exercise and a healthy diet can prevent heart disease altogether--for free.

"We live in complex times, with people asking many questions about what's best for their communities, their country, and the world. Sometimes, these conversations can be difficult. People have strong feelings, and they often disagree. So, how can we talk about civics in a way that helps rather than hurts other people? In this book, you'll learn how to research issues, develop strong arguments, listen to others, and debate in fair and productive ways"--

English Language Arts has historically been tied to the civic purposes of schools, and this qualitative study of a social design-based project (Gutiérrez & Vossoughi, 2010) examines the intersection of language and literacy learning and youth civic engagement, a problem space I call "Civics English." In this dissertation, I describe and analyze the experimentation and inquiry process of a Professional Learning Community of English teachers in a diverse middle school as they integrated civic learning and action into their English teaching practices. The dissertation examines this teacher team's development and shifts through various tensions and challenges that arise, analyzing through the lenses of Cultural Historical Activity Theory the ways their Professional Learning Community operated as an English teaching activity system attempting to integrate the cultural activity of civic engagement, leading to the teachers' expansive professional learning (Engeström, 2001) about possibilities and challenges of Civics English. The English teachers implemented various civic action projects, including producing and sharing multimodal civic advocacy essays online, composing and presenting children's storybooks about civics issues, and organizing and conducting a Town Hall with local leaders about civic dimensions of allyship and youth sports. This study looks at how, contextualized by these civics activities, they adapt and innovate customary English Language Arts practices, such as reading novels, writing in authentic genres with blended text types, and developing literacy and discourse. As the teachers encounter various tensions that arise in their attempts at Civics English, I present evidence of how these tensions emerge from the contradictions of two intersecting cultural activity systems, and what adaptations and innovations the teachers develop to overcome these tensions. Integrating civics causes shifts in the teachers' practices of literary study, writing, and classroom discussion, as they orient students' learning towards public audiences, collective action, and discursive models of political and professional discourse. I identify how reading literature creates an imaginative space for civic deliberation. And I demonstrate how the Town Hall civics project shifts various dimensions of literacy and language activity by recontextualizing them. The potentials and the constraints of these shifts are examined through studying the teachers' work, students' language and activity, and the civic event's efficacy as an English teaching focal point.

Intro -- Cover -- Title Page -- Copyright -- Contents -- Pledging Allegiance -- What Is Civics? -- Rights -- Responsibilities -- Who Is a Citizen? -- Naturalization -- Losing Citizenship -- Civics Is Important! -- Young Citizens -- Glossary -- For More Information -- Index -- Back Cover.

Do state-level exams in civics have a positive impact on young people's civic knowledge? We hypothesize that civics exams have the biggest effect in states where they are a requirement for high school graduation—theincentivehypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—thecompensationhypothesis. We test these hypotheses with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test administered to high school students, and with a large national survey of 18–24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis.

The character of civics education is dependent on the worldview in which it is embedded. Thus, citizenship education that is not explicitly committed to a vision of democratic citizenship will be shaped by the dominant ideology of our times: neo‐ liberalism. After contrasting neo‐liberal and radical democratic perspectives on civics education, we examine Australia's new civics initiative as an example of how citizenship education becomes embroiled in the broader didactic politics of neo‐ liberalism, thus undermining the democratic values of civics education. We conclude with a call for civics education that is politically committed to the values of radical democracy. Key words: democracy, new civics, neo‐liberalism, Discovering Democracy La nature de l'éducation à la citoyenneté dépend de la vision du monde dans laquelle elle s'insère. L'éducation à la citoyenneté non explicitement vouée à une vision de la citoyenneté démocratique sera donc façonnée par l'idéologie dominante de notre époque : le néolibéralisme. Après avoir comparé les points de vue opposés du néolibéralisme et de la démocratie radicale sur l'éducation à la citoyenneté, les auteurs présentent une nouvelle initiative australienne qui illustre comment l'éducation à la citoyenneté se trouve prise dans l'engrenage de la vaste politique didactique du néolibéralisme et porte ainsi atteinte aux valeurs démocratiques de l'éducation à la citoyenneté. Ils concluent en prônant une éducation à la citoyenneté qui adhère aux valeurs de la démocratie radicale. Mots clés: démocratie, nouvelle éducation à la citoyenneté, néolibéralisme, Discovering Democracy

Frontmatter -- Contents -- List of tables and figures -- 1. Introduction -- Part One. Laying foundations: national and local elections -- 2. Muslim political participation in Belgium: an exceptional political representation in Europe -- 3. Muslim political participation in Germany: a structurationist approach -- 4. Political opinions and participation among young Muslims in Sweden: a case study -- 5. Lithuanian Muslims' attitudes toward participation in the democratic political process: the case of converts -- 6. Political participation of European Muslims in France and the United Kingdom -- Part Two. Participation as integration -- 7. Muslim collective mobilisations in contemporary Europe: new issues and new types of involvement -- 8. How politically integrated are Danish Muslims? Evidence from the Muhammad cartoons controversy -- 9. Limits and potentialities of the Italian and British political systems through the lens of Muslim women in politics -- 10. Representing 'Islam of the banlieues': class and political participation among Muslims in France -- Part Three. Institutions as gateways -- 11. Creating the image of European Islam: the European Council for Fatwa and Research and Ireland -- 12. The political participation of Polish Muslim Tatars - the result of or the reason for integration? From Teutonic wars to the Danish cartoons affair -- 13. The Alevi quest in Europe through the redefinition of the Alevi movement: recognition and political participation, a case study of the FUAF in France -- 14. Leicester Muslims: citizenship, race and civil religion -- Part Four. Breaking the bounds -- 15. Muslims and electoral politics in Britain: the case of the Respect Party -- 16. Clichés are funny as long as they happen on stage: comedy as political criticism -- Notes on the contributors -- Index

This paper draws on extended fieldwork in San Diego County to show that suburban residents exhibit a particular set of rights-claims that they make specifically around their residence in their suburban community. These claims are largely made legitimate by homeownership and are based around maintenance of a perceived ideal lifestyle. In addition, I discuss the duties that suburban citizens feel bound to uphold. Residents of the community feel it is their duty to respect the perceived rights of others to maintain a safe, clean, and healthy community. A major focus of this suburban citizenship is an attempt to keep perceived threats away from the community. I illustrate that a suburban form of citizenship springs from a tension and uneasy synthesis between two competing conceptions of citizenship—one based on individual rights-claims and the other based on community membership and involvement.

In the Global South, Indigenous and Native people continue to live under colonial relations within formally independent nation-states. Sebastian Garbe offers a critical perspective on contemporary expressions of international solidarity and transnational advocacy. He combines approaches from critical race and decolonial studies with an activist ethnography on networked spaces of encounters created through solidarity activism by Mapuche and non-Mapuche actors. Departing from those experiences, this book not only presents potential pitfalls of transnational advocacy but suggests new ways of understanding and practicing solidarity

There is an urgent need to rethink relationships between systems of government and those who are 'governed'. This book explores ways of rethinking those relationships by bringing communities normally excluded from decision-making to centre stage to experiment with new methods of regulating for engagement. Using original, co-produced research, it innovatively shows how we can better use a 'bottom-up' approach to design regulatory regimes that recognise the capabilities of communities at the margins and powerfully support the knowledge, passions and creativity of citizens. The authors provide essential guidance for all those working on co-produced research to make impactful change