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This paper scrutinises citizenship education in Turkey from the foundation of the Turkish Republic (1923) to the present and explores the extent to which it encourages inclusive or exclusive concepts of national identity and citizenship. In Turkey, where there are citizens belonging to ethnic and religious minorities, civic education plays a prominent role for promoting tolerance among citizens. Using framing questions from phase one of the International Association for the Educational Achievement’s (IEA) research of Civic Education Across Countries, the civic education textbooks of Turkey are examined to determine the extent to which they promote democracy and human rights, make positive references to ethnic and religious minorities, and promote social cohesion. As Turkey was not included in phase one of the IEA study, the paper provides original information for comparative studies, reconsideration of citizenship education in multicultural societies and promoting an active national citizenry in Turkey. [ABSTRACT FROM AUTHOR]

Education for citizenship is firmly on the policy agenda throughout Britain, and there is an expectation that teachers will create a participative, consultative ethos in schools. This paper identifies three main vehicles for pupil consultation: elected pupil councils, democratic and participative classrooms and opportunities for pupils to engage with controversial issues within the curriculum. It focuses on a longitudinal study of pupils' experience of democratic practice in Scottish schools in relation to these vehicles. Evidence from a diverse sample of primary schools illustrates the way in which upper-stage pupils are encouraged to participate in decision-making processes and engage in the discussion of contemporary social issues of their own interest both in the classroom and during pupil council meetings. In addition, further evidence of the extent to which these same pupils' experience of the democratic process evolves following their transition to secondary school is reported. The paper raises new questions about the extent to which Scottish pupils may be exposed to a progressive model of democratic education, and suggests that children may be given more opportunities for consultation in primary school than they are in the early stages of secondary school. [ABSTRACT FROM AUTHOR]

This paper reports an investigation into how secondary student participants in Hong Kong’s Umbrella Movement related this particular political experience to their learning of Liberal Studies. Questionnaire-based surveys and interviews were conducted to probe their interpretations of Liberal Studies’ impact on their political involvement and their perceptions of national versus local identity. The results indicate that students perceived the subject to have offered them background knowledge necessary for comprehending the movement rather than functioning as the cause of their participation against the backdrop of wider socio-economic conflicts in the community at large. Moreover, the current Liberal Studies curriculum seems to have reinforced students’ sense of a dichotomy between their local and national identities. Further examination of that dichotomy sheds light on both the review of Liberal Studies and another recently proposed, but swiftly shelved, curriculum: Moral and National Education. The study’s broad implications for citizenship education worldwide are also discussed. [ABSTRACT FROM PUBLISHER]

This paper considers the nature of citizenship found in recent republican cosmopolitan work within political theory. It argues that republican cosmopolitanism, which seeks to recognise the importance of both cosmopolitan and active citizenry within global political communities, offers important insights through which the nature of global citizenship education may be understood. After identifying the central substantive tenets of republican cosmopolitanism, key issues raised by these for citizenship education are discussed. It is suggested that citizenship education can benefit conceptually from understanding and interrogating global issues from a republican cosmopolitan perspective, and that in turn recourse to republican cosmopolitan ideas raises important questions concerning the nature and focus of global aspects of the citizenship curriculum. [ABSTRACT FROM AUTHOR]