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In 1932 Thailand became a constitutional democracy with a traditional monarchy. Since then the country has experienced twelve 'successful' military coups d' etat to make it one of the most coup prone nations in the world and an unstable democracy. This paper analyses an opportunity for schools in Thailand to contribute significantly to the political socialization of young Thais as a means to address the persistent failure of the country's democratic procedures. Non-school factors, such as authoritarian family characteristics, may negate school attempts to instill democratic behavior. Although civic education in Thai schools appears to have largely failed, the Democratic Citizenship Education Curriculum Project, developed by, with and for Thais, provides schools and teachers with the opportunity to develop democratic citizens through the school socialization process.

Resumen basado en del autor ; Se plantea el uso de estrategias educativas que involucren de modo activo a los alumnos como uno de los retos que los educadores de la educación cívica en Europa deberán afrontar en el Siglo XXI. Se analizan las estrategias didácticas considerándose los siguientes aspectos: su capacidad de promover el aprendizaje para una participación activa en la sociedad; fomento del aprendizaje mediante la experiencia; integración intencional de los valores, que deben ser explicados y defendidos por los educadores; fomento del pensamiento crítico y de la reflexión, a la vez que se anima a los alumnos a la elección personal y a la defensa de sus valores; creación en el aula de un clima que favorezca el aprendizaje de una participación activa en el ámbito social. ; Navarra ; Universidad de Navarra. Biblioteca; 31080 Pamplona; +34948425600; +3494817731080; biblioteca@unav.es ; ESP

Resumen basado en el del autor ; Monográfico con el título: "Educación intercultural" ; Resumen y palabras clave también en inglés ; Se plantea el uso de estrategias educativas que involucren de modo activo a los alumnos como uno de los retos que los educadores de la educación cívica en Europa deberán afrontar en el Siglo XXI. Se analizan las estrategias didácticas considerándose los siguientes aspectos: su capacidad de promover el aprendizaje para una participación activa en la sociedad; fomento del aprendizaje mediante la experiencia; integración intencional de los valores, que deben ser explicados y defendidos por los educadores; fomento del pensamiento crítico y de la reflexión, a la vez que se anima a los alumnos a la elección personal y a la defensa de sus valores; creación en el aula de un clima que favorezca el aprendizaje de una participación activa en el ámbito social. ; Navarra ; Universidad de Navarra. Biblioteca; 31080 Pamplona; +34948425600; +3494817731080; biblioteca@unav.es ; ESP

Civic Education and Competences for Engaging Citizens in Democracies Murray Print University of Sydney and Dirk Lange Leibniz University of Hannover What competences do young citizens need to be considered as active and engaged in the context of a modern Europe? In 2011 an invited research symposium of leading civic and political educators, social scientists and educational administrators from Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above question the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The group addressed these questions through discussion in the symposium and through previously prepared papers. Subsequently the group participated in a modified Delphi Technique to identify the key competences and the final competences are presented in this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens

How can schools and the school curriculum contribute to building democratic citizens? This is a major question posed by governments, educational systems, schools, teachers and researchers around the world. One important way is to identify the competences needed for preparing democratic citizens and incorporate these within both the formal and informal school curriculum. Another question must then be posed- what competences do young citizens need to be considered as active and engaged in modern democracies? In 2011 an invited research symposium of leading civic and political educators, and social scientists from across Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above questions the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The publication Civic Education and Competences for Engaging Citizens in Democracies addressed the first issue and this volume addresses the second issue. Through discussion in the invited symposium, previously prepared papers, and participation in a modified Delphi Technique the participants have prepared chapters for this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection about competences for democratic citizenship and the role of schools and the curriculum. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens

For democratic societies to sustain, the participation of young people in political realm is of high significance, yet research suggests that adolescents are rather passive citizens. This article examines the behaviors and behavior-related attitudes of young Australians over the past almost two decades. Given significant developments in Australian civics education with regard to policy, curriculum and implementation, this article adds to the understanding of the long-term developments and potential influences of civics and citizenship education in Australia. Various data sources suggest that civics and citizenship education may have made little difference in the long term with respect to active citizenship in political realms, though we also identify promising trends that may reflect general developments rather than outcomes of civics and citizenship education. We discuss our analysis with regard to the need of long-term commitment of politics and teachers as well as deficits and further influences in civics and citizenship education outcomes.

Studies have found that prior involvement in student politics while in school seems to be a good predictor of adult political engagement. While most studies of adults have obtained retrospective data on participation in school elections, there have been few studies of students about this activity. We contribute to this latter relatively unexplored area by reporting the results from a national survey of Australian secondary school students about the relationship between participation in school elections and future intended political engagement activities. We found that voting in school elections is positively related to feeling prepared to vote as an adult, to being committed to vote when 18, to political knowledge, and to engagement in forms of peaceful activism. Running for student government office is related to political knowledge and participation in peaceful activism. These results reinforce the findings of adult retrospective studies, and show that participation in school elections serves as a beneficial experience in the preparation of students for life as an active adult citizen. The implications of these findings for the structure and conduct of student elections in schools are discussed.

Studies have found that prior involvement in student politics while in school seems to be a good predictor of adult political engagement. While most studies of adults have obtained retrospective data on participation in school elections, there have been few studies of students about this activity. We contribute to this latter relatively unexplored area by reporting the results from a national survey of Australian secondary school students about the relationship between participation in school elections and future intended political engagement activities. We found that voting in school elections is positively related to feeling prepared to vote as an adult, to being committed to vote when 18, to political knowledge, and to engagement in forms of peaceful activism. Running for student government office is related to political knowledge and participation in peaceful activism. These results reinforce the findings of adult retrospective studies, and show that participation in school elections serves as a beneficial experience in the preparation of students for life as an active adult citizen. The implications of these findings for the structure and conduct of student elections in schools are discussed.

Der internationale Wiederaufschwung der staatsbürgerlichen Erziehung im letzten Jahrzehnt hatte keinen anhaltenden Einfluss im spanischen Erziehungssystem. Im Gegensatz zu den Anstrengungen in Großbritannien, in vielen ehemals kommunistischen Ländern und Demokratien auf der ganzen Welt wie in Australien, waren die spanischen Bemühungen um eine demokratische Staatserziehung eher bescheiden. Trotzdem kann man von einem steigenden Interesse und einer immer größeren Verwirklichung der Überzeugung sprechen, dass Spanien ein Teil des neuen, demokratischeren Europas ist, das eine staatsbürgerliche Erziehung braucht, damit die jungen Leute ein demokratisches Bewusstsein entwickeln. Das Allgemeine Gesetz zur Regulierung des Spanischen Erziehungssystems (LOGSE) von 1990, zum Beispiel, beinhaltete staatsbürgerliche Erziehung als Teil der geplanten Erziehungsreform von Spanien am Ende des 20. Jahrhunderts. Unser Ziel ist es, das Programm für die Staatsbürgerliche und Moralische Erziehung, das 1990 vom spanischen Erziehungsministerium vorgeschlagen wurde, von seinen frühesten Formulierungen an kritisch zu analysieren und dabei auch die Änderungen zu betrachten, die bis 2001 eingefügt worden sind. Es wurden die Gesetzestexte und Anordnungen analysiert, die in der genannten Zeitspanne vom Ministerium (MEC: Spanisches Ministerium für Erziehung und Wissenschaft) veröffentlicht worden sind. Die veröffentlichte Bibliographie, die sich mit der theoretischen Basis der Vorschläge befasst, sowie die Hinweise auf die Einführung dieser Erziehung wurden ebenfalls berücksichtigt. Wir folgern aus unseren Studien, dass Spanien sich, trotz dieser Bemühungen in der Erziehungsreform, für ein kraftvolleres Programm für staatsbürgerliche Erziehung in einer Demokratie entscheiden muss, wenn es sich selbst, die Erziehung betreffend, als Teil des neuen Europas sehen möchte. Die jungen Leute in Spanien sind gewöhnlich nicht gut darauf vorbereitet, aktive, demokratische Staatsbürger im neuen Europa und in der fortschreitend globalisierten Welt zu sein.The international revival in civic education over the past decade did not have a pervading impact on the Spanish education system. Unlike efforts in Britain, many former communist countries and democracies in other parts of the world such as Australia, Spanish efforts to invigorate education for democratic citizenship have been modest. Nevertheless there has been a growing interest and an increasing realization that Spain is part of a new, more democratic Europe which needs civic education for its young people to enhance democratic citizenship. For example, the 1990 General Law for the Regulation of the Spanish Educational System (LOGSE) included Civic Education as part of the planned educational reform for Spain at the end of the Twentieth century. Our objective is to critically analyze the Civic and Moral Education program proposed by the Spanish Ministry of Education, in 1990, from its earliest formulations, including the modifications that have been incorporated until 2001. The legal texts and orders issued by the ministry (MEC: Ministerio Español de Educación y Ciencia) during the specified period were analyzed. Published bibliography presenting the theoretical basis of the proposal, as well as the references concerning its implementation, were also studied. We conclude that despite these efforts in educational reform, if Spain wants to see itself, educationally, as part of the new Europe, it will need to engage a more vigorous program in civic education for democratic citizenship. Currently young people in Spain are not well prepared for active, democratic citizenship in the new Europe and an increasingly globalized world.

Democracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues. This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged. Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens' learning for democratic participation can be made