1. Preface. / 2. Disengaged: young people and political disengagement in Anglo-American democracies / 3. Democracy in Crisis: are young people to blame? / 4. Civics Education: defender or divider of democracy? / 5. Different Ways, Different Domains: the everyday politics of young people / 6. Brexit, Bono, and the Entrepreneurial Self: young people’s participation as ‘global citizens’ / 7. Co-Designed: a new approach to civics and citizenship.
Mark Chou is an Associate Professor of Politics (Research) at the
Australian Catholic University in
Melbourne and an Associate of the Sydney Democracy Network. His PhD
in politics and international
relations was awarded by the University of Queensland. He has
written three books on democracy and published over 20
peer-reviewed articles in journals such as Millennium, Political
Studies Review, Australian Journal of Political Science, and Policy
Studies. His opinion pieces have been published in The Conversation
and Chronicle Vitae, among others. In 2014, the Australian Catholic
University awarded him $20,000 to undertake a study on Gen Y and
Democracy in Australia. He is co-editor of Democratic Theory: An
Interdisciplinary Journal and the book series, Theories, Concepts
and Practices of Democracy.
Jean-Paul Gagnon is an Assistant Professor of Politics at the
University of Canberra and a Research
Associate in the Institute of Governance and Policy Analysis. He is
the author of two books on democracy
with Palgrave, including Democratic Theorists in Conversation. He
has placed a number of articles in journals such as the Taiwan
Journal of Democracy, AlterNative: An International Journal of
Indigenous Peoples, Journal of South Asian Development, and Policy
Studies. He is also co-editor of Democratic Theory: An
Interdisciplinary Journal and the book series Theories, Concepts
and Practices of Democracy.
Catherine Hartung is a Research Fellow and Lecturer within the
School of Education at Deakin University, Australia. She is
currently coordinating an Australian Research Council Linkage
Project aimed at building intercultural understanding in Australian
schools. Her research and teaching draws on poststructural theory
to interrogate notions of children and young people’s citizenship,
participation, rights, diversity and wellbeing. She has published
works in a number of book chapters and journal articles on children
and education.
Lesley Pruitt is a Senior Lecturer in International Relations,
Monash University, Australia. She is an expert in youth
peacebuilding and young people and participation. Her publications
have included a single-authored book and a forthcoming monograph
Her journal publications include essays in Politics, Journal of
Youth Studies, International Peacekeeping, and Australian Journal
of Political Science, among others. She has held a number of
research grants and fellowships from the University of Melbourne
and Victoria University.
[T]his informed and informative study carefully examines the role
of civics education in addressing the so-called crisis of
democracy. Turning away from conventional suggestions often
advocated by politicians and educators that offer civics education
as the solution, Young People, Citizenship and Political
Participation advances an alternate approach to civics that clearly
acknowledges the increasingly diverse ways in which young people
are both engaging and disengaging politically. While very highly
recommended as a critically important addition to both community
and academic library Political Science collections, it should be
noted for the personal reading lists of students and non-specialist
general readers with an interest in the subject that Young People,
Citizenship and Political Participation is also available in a
paperback edition and in a Kindle format.
*Midwest Book Review*
This is perhaps the most important book on civics education yet
written. The authors deserve much praise. They highlight the need
for a properly-designed civics education curriculum and, crucially,
offer proposals as to how that can be achieved. This book will be
of great benefit to academics and policy-makers in considering how
to better engage young people with politics.
*Jon Tonge, Professor of Politics, University of Liverpool (Former
Chair of the UK Youth Citizenship Commission)*
Young people across the planet are the pioneers of a new global
citizenship, emerging from the margins of the nation-state and
prefiguring a Democracy 2.0. This book approaches this phenomenon
through a series of case-studies and theoretical reflections, that
can be viewed as an observatory to the culture of youth politics
(and to the politics of youth cultures) in the 21st century.
*Carles Feixa, Professor of Anthropology, University of Lleida
(Catalonia-Spain)*
Recent decades have seen a resurgence in interest in citizenship
education in many countries with, what we would have to recognise
as, mixed results. This book provides a timely intervention to help
readers think again about what we have been trying to do and how we
have been trying to achieve it. By synthesising a range of material
from within the literature on citizenship education and beyond, the
authors ask us to think afresh about the challenge of citizenship
education. School learning is often about the gap between what the
learner already knows and can do, and what they may grasp or
experience with the benefit of teaching. This volume makes a
convincing case that adults have been routinely underestimating
young people’s starting point and therefore miscalculating how to
plan the learning. The solution they propose is radically simple,
and should come naturally to teachers – talk to young people,
understand their strengths and concerns and negotiate citizenship
education with them, rather than impose a model on them. A
deliberative process will lead to new understandings and new
solutions in the context of diverse democracies and in doing so may
even serve as a mechanism for democratic renewal. The authors
recognise this will be challenging in reality but make a strong
case for greater humility on behalf of curriculum developers in the
face of young people's proven capacity to act as citizens
today.
*Lee Jerome, Associate Professor in Education, Middlesex
University*
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