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Intro -- Preface -- Acknowledgements -- About the Book -- Purpose and Focus -- Process -- Structure of This Book -- References -- Contents -- List of Figures -- Chapter 1: Schooled Political Education -- Schooled Political Education -- Students -- Teachers -- School Curricula -- Political Freedom -- Community Values -- The Pursuit of Truth -- Summary -- References -- Chapter 2: Democracy and Political Education -- Democratic Approaches to Political Education -- Neoliberalism -- Liberal Democracy -- Deliberative Democracy -- Critical Theory -- Participatory Democracy -- Radical Democracy -- Decolonial Theory -- Different Forms of Political Education for Different Forms of Democracy -- Aspirational Democracy and Strong Political Education -- Pragmatic Democracy: Narrow Political Education -- Open Democracy: Open-Weak Political Education -- Summary -- References -- Chapter 3: Populism -- Populism in Different Times and Places -- Brief Genealogy of Populism -- Manifestations of Populism Across Continents -- Defining Populism -- Maximal Perspectives of Populism -- The Challenge of Maximal Perspectives of Populism -- Causes of Contemporary Populism -- Changes in Media -- Globalisation -- Educational Failure -- Democratic Mismatch -- Summary -- References -- Chapter 4: The Shadow of Democracy -- Politics and Democracy -- The Wider Meaning of Politics -- Democracy as Sedimented Reality -- The Political Cycle -- Stability -- Crisis -- Change -- Democracy and Populism -- The Populist Symptom -- A Broken Democratic Equilibrium -- What Comes Next? -- Political Education in Democratic Crisis -- Summary -- References -- Chapter 5: Agents Navigating Fantasies -- Conceptualising Subjectivity -- Political Subjectivity Is Open -- Political Subjectivity Is Relational -- Political Subjectivity Is Affective -- Fantasies -- Conceptualising Fantasies.

Este artículo parte del argumento, la democracia liberal está en crisis. Partiendo de un análisis sistemático de la literatura, se identifican modelos alternativos que podrían remplazar este tipo de democracia hasta ahora hegemónico. A continuación, se hace una propuesta para una educación política alineada con la democracia radical que plantean Ernesto Laclau y Chantal Mouffe. Se entiende que el objetivo de la educación democrática radical y política debe facilitar que el alumnado pueda abrir, expandir y cambiar el proyecto democrático. Para ello, se propone tres pedagogías: pedagogías para la diferencia, para la articulación y para la equivalencia que, desde este punto de vista, pueden contribuir a este objetivo. Se termina el artículo presentando ejemplos de cómo estas pedagogías se podrían llevar a la práctica basados en las investigaciones cualitativas recientes de la autora Edda Sant.

This article takes as starting point the understanding that liberal democracy is in crisis. The article draws upon a systematic review of the literature to examine alternative democratic discourses, including radical democracy as conceived by Ernesto Laclau and Chantal Mouffe. Following their work, it is understood that political education should facilitate opportunities for students to open, expand and change our existing democratic arrangements. Political education framed in these terms could follow three types of pedagogies: pedagogies of difference, pedagogies of articulation and pedagogies of equivalence. The article concludes by drawing upon existing qualitative research by author Edda Sant to consider examples of what these pedagogies could look like in practice. ; Este artículo parte del argumento, la democracia liberal está en crisis. Partiendo de un análisis sistemático de la literatura, se identifican modelos alternativos que podrían remplazar este tipo de democracia hasta ahora hegemónico. A continuación, se hace una propuesta para una educación política alineada con la democracia radical que plantean Ernesto Laclau y Chantal Mouffe. Se entiende que el objetivo de la educación democrática radical y política debe facilitar que el alumnado pueda abrir, expandir y cambiar el proyecto democrático. Para ello, se propone tres pedagogías: pedagogías para la diferencia, para la articulación y para la equivalencia que, desde este punto de vista, pueden contribuir a este objetivo. Se termina el artículo presentando ejemplos de cómo estas pedagogías se podrían llevar a la práctica basados en las investigaciones cualitativas recientes de la autora Edda Sant.

Este artículo tiene como objetivo reflexionar sobre la conceptualización de la enseñanza de las ciencias sociales. El artículo examina los fundamentos teóricos de la enseñanza de las ciencias sociales, particularmente en relación a la teoría liberal, marxista y la teoría crítica y hace un análisis de cómo los posicionamientos modernos han condicionado nuestra manera de entender la enseñanza y la didáctica de las ciencias sociales. A continuación, el artículo plantea la democracia radical como alternativa y señala algunas de las posibilidades que esta teoría abre para la enseñanza y el aprendizaje. El artículo, concebido como un tributo a Joan Pagès, pretende repensar algunas de las ideas del maestro a la luz de nuestros tiempos de cambio. ; This article reflects about the way we conceptualise social studies (social science education). Firstly the article examines the theoretical underpinnings of social science education, particularly in relation to liberal, Marxist and critical theory. Secondly, the paper analysis how modernity has conditioned the way we understand teaching and social science didactics. Thirdly, the article considers radical democracy as an alternative and examines some of the possibilities that this theory offer. This article is a tribute to Joan Pagès that aims to reconsider some of his ideas in our times of change ; peerReviewed

AbstractThis article examines the possibilities and challenges of democratic global citizenship education (GCE) in higher education (HE) contexts. The article contrasts liberal, post-structuralist and postcolonialist theory with data deriving from a small empirical ethnographic project. A small group of undergraduate students studying education met weekly for a period of three months. Data were collected through field notes, course work and participants' diaries. Results suggest that the global citizensubject, for these participants, is conceptualized as the cosmopolitan elites who do not identify themselves as national citizens. Global citizenship is constructed as an identity that students initially do not hold but aspire to gain. These findings pose some questions to democratic approaches to GCE.

This article explores how a group of Spanish students (aged 11–19) understand the meaning of 'political participation' in society and discusses the implications of their views for debates and practices in citizenship education. The ways in which these students (n=112) describe and interpret political participation are analysed using an in-depth and interpretative approach employing open questionnaires and interviews. The results suggest that most students value political participation in positive terms and that 'activist' students have a more optimistic view of the effectiveness of participation and especially of new forms of participation such as protests.

Why Global Citizenship? -- Why Global Citizenship Education? -- Global Rights and Duties -- Imagining Global Communities through a Decolonial Ethic of Global Citizenship -- Global Identities -- National and Global Citizenship -- Planetary and Global Citizenship -- Citizenship Education -- Social Justice -- Development Education -- Character Education -- Global Education -- Peace Education -- Diversity Education -- Education for Sustainable Development -- Research -- Curriculum -- Community Action -- Teaching and Learning Methods in Global Citizenship Education -- Evaluation.

Abstract
Reinventing Evidence in Social Enquiry: Decoding Facts and Variables, Richard Biernacki (2012) Basingstoke: Palgrave Macmillan, 199 pp. ISBN: 9781137007278, p/bk, £19.99
Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus, Megan Watkins and Greg Noble (2013) Bloomsbury, 166 pp., ISBN: 9781441177117, p/bk, £24.99
Progressive education. A critical introduction, John Howlett (2013) London: Bloomsbury, 306 pp., ISBN: 9781441141729, p/bk, £22.49
Young Citizens of the World; Teaching Elementary Social Studies through Civic Engagement, Marilynne Boyle-Baise and Jack Zevin (2014) Oxon: Routledge, 225 pp., ISBN: 9780415826495, p/bk, £31.99

Intro -- Contents -- Editors and Contributors -- List of Figures -- List of Tables -- Editors' Introduction -- Part I Geographically-Based Overviews -- Chapter 1 Global Citizenship Education in Australasia -- Introduction and Overview -- The Political, Economic and Social Contexts -- Education Systems and Curricula -- Australia -- New Zealand -- Summary: The 'Global' in Australasian Curricula -- Teaching and Learning Approaches -- Australia -- New Zealand -- Conclusion: Possible Futures -- References -- Chapter 2 Europe and Global Citizenship -- Introduction and Overview -- Historical Background -- Contemporary Social and Political Context -- Key Features of the Current Education System in Europe -- Strategies for Educating About and for Global Citizenship -- The Colonial Legacy -- Emerging Themes of Global Citizenship -- The European Union's Contribution -- Likely and Desirable Futures -- References -- Chapter 3 The Middle East -- Introduction and Overview of the Chapter -- Historical Background -- Contemporary Social, Political and Cultural Context -- Key Features of the Current Education System Within Particular Locations -- What Particular Strategies (Curricular and Other) Are Used for Educating About and for Global Citizenship -- Likely and Desirable Futures -- References -- Chapter 4 Global Citizenship Education in North America -- Introduction -- Social, Political, and Cultural Contexts -- Canada -- United States -- Mexico -- Historical Background of GCE -- Key Features of Global Citizenship Education -- Momentum Toward a Critical Approach to GCE: Engaging the Realities of the Twenty-first Century -- References -- Chapter 5 Global Citizenship Education in Latin America -- Introduction -- Historical and Political Context -- Contemporary Social and Political Context -- Key Features of Current Education Systems

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