دانلود کتاب Who’s Afraid of Political Education?: The Challenge to Teach Civic Competence and Democratic Participation

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Front Cover\nWho’s Afraid of Political Education?: The Challenge to Teach Civic Competence and Democratic Participation\nCopyright information\nTable of Contents\nNotes on contributors\nPreface\n1 Introduction Citizens, we have a problem\n Political ignorance and democratic atrophy\n Why changes are needed\n What could be done differently\n How to make a lasting impact\n Democracy needs political education\n References\nPart I Why changes are needed\n 2 Political education in an unequal society\n Introduction\n State of political play and the democratic deficit\n The state of English education\n Can we close the gap?\n Realising the potential of education through pedagogic and curricular change\n The need for structural change\n Learning from others: international examples of good practice\n Education for democracy\n Conclusion\n References\n 3 Classroom conflict, ‘divisive concepts’ and educating for democracy\n Divisive concepts, divisive legislation\n Civility and the fabric of democracy\n Wholeness and dissent in democracy and in classrooms\n Improving education for democracy\n Conclusion\n Acknowledgement\n References\n 4 The contested scope of academic freedom\n Introduction\n Brief history of academic freedom\n Methodology\n Challenges faced in universities and schools\n Political impartiality in schools\n The Higher Education: Free Speech and Academic Freedom report\n Conclusions and recommendations\n References\n 5 Rethinking citizenship education for political literacy\n Citizenship education: matters of definition and operationalisation\n The visibility of citizenship education\n Political literacy: a loss of focus?\n Teaching politics in a new political environment\n Opportunities and grounds for optimism\n References\nPart II What could be done differently\n 6 Populism, classrooms and shared authority\n Populism and the democratic authority of (future?) citizens\n Classroom authority: ‘coactive’, not coercive\n Teacher engagements in sharing power and authority\n Becoming the ‘we’ of democracy\n References\n 7 Different approaches to teaching civic and national identity\n Introduction\n Political, national and civic identities\n Political education and the teaching of national identities\n Three approaches to the teaching of national identities\n Partisan approaches\n Deliberative approaches\n Agonistic approaches\n Conclusion\n References\n 8 Active learning of marginalised young people\n Introduction\n Political learning opportunities for young people\n Self-organised Black or minority ethnic political organisations\n Mainstream youth work\n Local authorities and service providers\n Case study: Lewisham’s Young Mayor Programme (YMP)\n Conclusion\n References\n 9 Universities’ role in teaching practical politics\n Why teach skills for democracy?\n What is politics and what abilities do you need to do it?\n Core skills and knowledge for practical politics\n Universities as agencies for democracy\n Symbolic acts and social practices\n Pedagogical practices, teachable moments and course enrichment\n Course programmes\n Educational support for the least powerful\n Civic education, community engagement and political literacy\n Challenging: political skills, strategies and methods\n Governing and civic roles\n Politics within a policy area\n Issue-based centres and partnerships\n Brokerage models\n University-wide models\n Collaborative networks and professional associations\n System-wide models\n Conclusion\n References\nPart III How to make a lasting impact\n 10 The evidence on educational methods for political engagement\n Introduction\n What is meant by political engagement?\n Educational approaches and political engagement\n Learning as acquisition\n Learning as participation\n How the key principles of learning work in combination\n What methods of teaching and learning in school enhance civic competences and political engagement for young people?\n An open classroom climate for discussion\n Political activities in the school\n Citizenship education\n What are the implications for the future direction of citizenship education policy, practice and research?\n Changed context in education, schools and citizenship education\n For policy makers\n For practice in schools/school leaders\n For practice in classrooms/teachers\n For research/researchers\n References\n 11 Citizenship education: building for the future\n Introduction\n The urgency of political literacy\n Digital citizenship and media literacy\n Equalities and social justice\n Extremism\n Sustainable citizenship education\n Conclusion\n References\n 12 Reversing democratic decline through political education\n Threats to democracy\n Addressing democratic decline through political education\n Formal school curriculum\n The informal curriculum\n Classroom climate\n Situated learning\n Conclusion\n References\n 13 Towards civic learning for all\n What is the problem?\n Why is this happening?\n What is the solution? Five pathways for civic education to thrive and expand\n Pathway 1: Expand the meaning of ‘civic learning’ first by using a classroom as a mini polity\n Pathway 2: Civic education as content, pedagogy and applied practice\n Pathway 3: Thinking developmentally about civic readiness\n Pathway 4: Community schools and place-based collaborations\n Pathway 5: Educational policies and role of parents and carers\n Final words: young people’s desire to steward our planet and bring justice is a hope for the future\n References\n 14 Conclusion Lessons for democratic health\n Political education: challenges and opportunities\n Learning to be democratic citizens\n Civic togetherness\n Civic objectivity\n Civic efficacy\n The role of political leadership\n Educational practices\n Electoral arrangements\n Engagement processes\n Epistemic institutions\n The future of democracy\n References\nIndex