In their journeys to engaged citizenship, civic education is a right for all students, helping them to become active and informed. However, for some students, there are barriers to engagement. It is these barriers that are dealt with in this book.
Civic education is a key component of the school curriculum irrespective of country and political system. Ensuring that young people understand the political and social contexts of their country, and indeed their planet, is a key requirement in a rapidly changing and unpredictable world. Providing access to civic learning, therefore, is a priority for schools and the societies in which they are embedded. Yet, for some students, barriers exist which prevent a deep understanding of the requirements for full participation and engagement. These students are neglected not only in schools but in research as well. This book seeks to fill that gap by shining a light on the multiple disadvantages that many students suffer in seeking to exercise their rights as active and informed citizens.
The chapters in this book were originally published as a special issue of Educational Psychology.
Xiaoxue Kuang is Lecturer at Dongguan University of Technology, China. She was formerly at the Assessment Research Centre, The Education University of Hong Kong, Hong Kong SAR, China.
Jinxin Zhu is Research Assistant Professor at the Hong Kong Baptist University, Hong Kong SAR, China. He was formerly affiliated to the Assessment Research Centre, The Education University of Hong Kong, Hong Kong SAR, China.
Kerry J. Kennedy is Emeritus Professor at The Education University of Hong Kong, Hong Kong SAR, China, and Distinguished Visiting Professor at the University of Johannesburg, South Africa.
1. Civic learning for alienated, disaffected and disadvantaged students: measurement, theory and practice: An Intoduction
Xiaoxue Kuang, Jinxin Zhu and Kerry J. Kennedy
2. How do schools affect inequalities in political participation: compensation of social disadvantage or provision of differential access?
Daniel Deimel, Bryony Hoskins and Hermann J. Abs
3. Ideological composition of the classroom: testing the effects of polarization on perceptions of open classroom climate among students in five countries
Ryan T. Knowles
4. Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America
Diego Carrasco, Robin Banerjee, Ernesto Treviño and Cristóbal Villalobos
5. Immigrant students in Denmark: why are they disadvantaged in civic learning?
Jinxin Zhu and Ming Ming Chiu
6. Social pressure for religious conformity and anti-gay sentiment among Muslim and Christian youth.
Filip Van Droogenbroeck and Bram Spruyt