Titlebook: An Introduction to Civics and Citizenship Education; A Machine-Generated Keith Heggart Book 2024 The Editor(s) (if applicable) and The Aut

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Historical Approaches to Civics and Citizenship Education,ormed that development—certainly more than can be canvassed in a single chapter! Instead of trying to provideproviding a comprehensive summary of these factors, this chapter instead tries to draw out some of the key themes that have emerged from the existing research. However, before doing so and wi

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Citizenship Education in Higher Education, that other educational institutions, and especially universities and tertiary education settings, can encourage the development of civic knowledge, skills and attitudes. In many ways, this is linked to the preceding chapter: as there is an increasing focus on the global aspect of citizenship, unive

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Teacher Training for Citizenship Education,undertake civics and citizenship education. In some jurisdictions, this is perhaps related to the way civics and citizenship is taught. For example, in New South Wales, Australia, civics and citizenship is integrated into other subjects, such as History and Geography. The lack of a visible subject o

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Non-formal Citizenship Education,tures and institutions such as schools and universities. In some cases, this might mean public information campaigns, or government announcements, or the work of non-government organisations, charities and not-for-profit groups. It can also involve the work of radical activists and groups that seek

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Case Studies of Citizenship Education,f examples of civics and citizenship education from different geographies, with different purposes and different groups. While not strictly case studies in the academic sense, each of the articles below provides a detailed description of some kind of citizenship education program, the value of it, a