Citizenship education research in varied contexts: Reflections and future possibilities. A review essay

Abstract

In recent decades, there has been considerable international interest in the purpose, scope and pedagogies involved in citizenship education (CE) among policymakers, academics and educators concerned about developing young peoples’ capacities to be active, informed and critical citizens in their varied locations, communities and contexts. Emphases in diverse research projects have ranged from smaller local and national studies of civics and CE, to major international and comparative studies investigating the complexities in the concept of citizenship, learning for citizenship, the enactment, impact and efficacy of CE and the multiple forms it can take for learners in schools. The three books that are the subject of this review essay focus on findings from research related to citizenship and CE primarily in Europe and the United States, although the contextual and background discussions and critical questions the authors raise will be of interest to educators and policymakers in this field internationally. Each book provides significant scholarly insights and valuable analysis of issues that are pertinent to current international debates and future directions in CE. The books are briefly introduced in this first section. This is followed by further discussion of each, and finally, concluding comparative comments are made which draw together some of the key themes on the agenda globally in studies of CE that are the focus of these texts. Avril Keating’s (2014) publication, Education for Citizenship in Europe: European Policies, National Adaptations and Young People’s Attitudes, explores the ways in which citizenship is evolving in Europe, the tensions involved and the role of education in this process. The book provides a critical overview of how CE is theorised, both historically and in response to shifting