The Palgrave International Handbook of Education for Citizenship and Social Justice

by Andrew Peterson (Editor), Robert Hattam (Editor), Michalinos Zembylas (Editor), James Arthur (Editor)

Overview

This state-of-the-art, comprehensive Handbook is the first of its kind to fully explore the interconnections between social justice and education for citizenship on an international scale.




Various educational policies and practices are predicated on notions of social justice, yet each of these are explicitly or implicitly shaped by, and in turn themselves shape, particular notions of citizenship/education for citizenship. Showcasing current research and theories from a diverse range of perspectives and including chapters from internationally renowned scholars, this Handbook seeks to examine the philosophical, psychological, social, political, and cultural backgrounds, factors and contexts that are constitutive of contemporary research on education for citizenship and social justice and aims to analyse the transformative role of education regarding social justice issues. Split into two sections, the first contains chapters that explore central issues relating to social justice and their interconnections to education for citizenship whilst the second contains chapters that explore issues of education for citizenship and social justice within the contexts of particular nations from around the world.


Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Sociology, Social Policy, Citizenship Studies and Political Science.

Product Details

ISBN-13:	9781137515063
Publisher:	Palgrave Macmillan UK
Publication date:	10/21/2016
Edition description:	1st ed. 2016
Pages:	675
Product dimensions:	6.10(w) x 9.25(h) x (d)

About the Author

Andrew Peterson is Professor of Civic and Moral Education at Canterbury Christ Church University, UK, and Adjunct Professor of Education at the University of South Australia. His latest book is Civics and Citizenship Education in Australia: Challenges, Practices and International Perspectives (co-edited with Libby Tudball).


Robert Hattam is Associate Professor in the School of Education, Associate Head of School: Research, Director of the Centre for Research in Education and Leader of the Pedagogies for Justice research group at the University of South Australia. He has been involved in numerous book projects with others including: Schooling for a Fair Go, Connecting Lives and Learning, and Pedagogies for Reconciliation. He also has published a book entitled Awakening-Struggle: Towards a Buddhist Critical Theory.



Michalinos Zembylas is Associate Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He is also Visiting Professor and Research Fellow at the Institute for Reconciliation and Social Justice, University of the Free State, South Africa. His latest book is titled Emotion and Traumatic Conflict: Re-claiming Healing in Education.


James Arthur is Professor of Education and Civic Engagement and Director of the Jubilee Centre for Character and Virtues at the University of Birmingham, UK. He has written numerous books and articles in the areas of history teaching, educational studies, citizenship and character education, and higher education and religion. He is the former Editor of the British Journal of Educational Studies and advises the English government on character education.

Table of Contents

Editors’ Introduction.- PART I.- Chapter 1. ‘Race’, ‘Ethnicity’ and Citizenship in Education: Locating Intersectionality and Migration for Social Justice; Dina Kiwan.- Chapter 2. Citizenship, Schooling, and ‘Educational Disadvantage’; Robert Hattam.- Chapter 3. Gender, Social Justice and Citizenship in Education: Engaging Space, the Narrative Imagination, and Relationality; Jo-Anne Dillabough.- Chapter 4. Sexuality, Gender, Citizenship and Social Justice: Education’s Queer Relations; Mary Lou Rassmussen, Daniel Marshall, Rob Cover, and Peter Aggleton.- Chapter 5. Indigenous Peoples and Indigeneity; Veronica Tawhai.- Chapter 6. Disability and Education: More than Just Access; Heidi Lourens, Emma Mckinny, and Leslie Swartz.- Chapter 7. Refugees, Asylum Seekers and Education for Citizenship and Social Justice; Jody L. McBrien.- Chapter 8. Education for Citizenship and Social Justice: the Case of Gypsies, Travellers and Roma; Sarah Cemlyn and Andrew Ryder Corvinus.- Chapter 9. The Australian Reconciliation Process: A Case Study of Community Education, Andrew Gunstone.- Chapter 10. Global Human Rights, Liam Gearon.- Chapter 11. Postcolonial Insights for Engaging Difference in Educational Approaches to Social Justice and Citizenship, Sharon Stein and Vanessa Andreotti.- Chapter 12. Global Justice and Educating for Globally Oriented Citizenship; Andrew Peterson.- Chapter 13. Key Issues in Critical Peace Education Theory and Pedagogical Praxis: Implications for Social Justice and Citizenship Education, Michalinos Zembylas and Zvi Bekerman.- Chapter 14. The Place of Religion in Education for Citizenship and Social Justice; Alan Sears and Lindsay Herriot.- PART II: COUNTRY CASE STUDIES.- Chapter 15. The Australian Case of Education for Citizenship and Social Justice; John Smyth.- Chapter 16. Citizenship Education and Social Participation in an Unequal Society: The Case of Brazil; Ulisses F. Araujo.- Chapter 17. Multiculturalism and its Contradictions: Education for Citizenship and Social Justice in Canada; Abigail Bakan.- Chapter 18. Social Justice and Education for Citizenship in England; Andrew Peterson, and Ian Davies.- Chapter 19. Education for Citizenship at School in France: Trajectory, Tensions and Contradictions; Ibrahima Diallo, Mohamed Embarki, and Kaouthar Ben Abdallah.- Chapter 20. Hong Kong: Social Justice and Education for Justice-oriented Citizens in a Politicized Era; Shun-wing NG and Gail Yuen.- Chapter 21. Education for Democracy, Citizenship and Social Justice: The Case of Iceland; Brynja E. Halldórsdóttir, Ólafur Páll Jónsson, and Berglind Rós Magnúsdóttir.- Chapter 22. One Size Fits All? An Exploration of the Teaching of Civics in Israel from the Perspective of Social Justice; Aviv Cohen.- Chapter 23. México: Educating Citizens for Social Justice in a Highly Unequal Country; Leonel Pérez-Expósito.- Chapter 24. The Political Rhetoric and Everyday Realities of Citizenship in New Zealand Society and Schools; Martin Thrupp.- Chapter 25. Education for Citizenship Education and Social Justice in Northern Ireland; Tony Gallagher and Gavin Duffy.- Chapter 26. Social Justice and Citizenship in Scottish Education; Sheila Riddell.- Chapter 27. South Africa: The Struggle For Social Justice And Citizenship in South African Education; Crain Soudien.- Chapter 28. Citizenship Education Versus Reality: The Facts in Spain; Concepción Naval, and Elena Arbués.- Chapter 29. Citizenship Education and the Colonial Contract: The Elusive Search for Social Justice in U.S. Education; Zeus Leonardo and Maliheh M. Vafai.

What People are Saying About This

From the Publisher

“This comprehensive, timely and much-needed book provides critical discussion of ‘Citizenship and Social Justice’ through a focus on inclusivity and how complex perspectives and identities inter-relate in significant ways. The views on how citizenship can be framed, experienced and disrupted through the lens of Indigenous Peoples, refugees and other marginalised groups provide fresh insights at a critical time for the field. The diverse country case studies and explorations of connections between race, ethnicity, gender, sexuality and citizenship are essential reading for those in working in education and related fields.” (Associate Professor Libby Tudball, Monash University)

“This international collaborative Handbook offers the best of contemporary thinking and writing concerning the interconnections between education for citizenship and social justice in relation to schooling and young people. The editors and contributin

g authors have done an exceptional job of capturing a wide range of themes, perspectives, and country-based examples while at the same time interrogating the intricate interplay of research, policy, and curricular practice in schooling contexts. This work is a very important addition to citizenship education literature and valuable reading for those educators committed to continuing the complex and multi-layered conversation that is characteristic of deep educational improvement.” (Mark Evans, Ontario Institute for Studies in Education, University of Toronto, Canada)