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The text is a critical review of the book "Educational Reforms in a Federal State" by Guillermo Ramón Ruiz. The author analyzes the policies of educational reforms in Argentina since the return of democracy, highlighting the symmetries and asymmetries in the federal educational system. The book addresses the limitations of curriculum policies, the processes of translating federal guidelines at the subnational level, and the results of the educational system. It also examines the differences in initial teacher training and the right to comprehensive sexual education in different jurisdictions of the country. The article analyzes educational reforms in an Argentine federal state, focusing on aspects such as sexual education, civic education, and the academic regime. The importance of considering the consequences of the absence of legislation on comprehensive sexual education and the possible collisions between local traditions and universal rights is highlighted. In addition, specific cases from different provinces and regions are examined, where the influence of religious conceptions on constitutional provisions and educational inequalities between jurisdictions can be observed. The book is presented as a work that covers all educational regions and offers a historical and analytical perspective on the Argentine educational system and structural reforms. [Extracted from the article]

The book "Citizenship Education and Catholic Teaching: Fraternity as a Desideratum" by Rodrigo Mardones and other academics compiles research on citizenship education in Catholic institutions. The book explores the contribution and specific challenges that these schools and universities have in citizen formation, in relation to secular institutions. The importance of fraternity as a value that promotes democratic coexistence and education in general is highlighted, and how this principle can be integrated into moral education and democratic coexistence in society. The book is divided into three parts and contains ten unpublished chapters that address both philosophical and empirical perspectives on citizenship education. [Extracted from the article]

Heafner and Norwood present an exploratory case study of one fifth-grade social studies teacher, Anna, who employs a constructivist pedagogy. Confronting and Knowing Democracy Through Social Studies Instruction in Elementary School Classrooms", examined past history in comparison to the belief that the Trump presidency is not unusual in our nation's political history. The study attempts to document the journey of this social studies teacher as she adapts her instruction to promote democratic citizenship and develop civic-minded students in a school that has been labeled as Title I with increased accountability and structure. Schools, society, and the socio-political: Navigating the tensions in civic education: Democracy at a crossroads: Reconceptualizing socio-political issues in schools and society, by G. L. Samuels and A. J. Samuels (Eds.). [Extracted from the article]

More positively, Banks credits his African American teachers with conveying "ethnic pride, patriotism, and democratic ideals in our tightly segregated Black school in Lee County, Arkansas in the 1950s" (6). Here, too, Banks provides a typology, "civic education programs for noncitizen and citizen" (179), that includes distinct approaches to human rights/citizenship education and multicultural citizenship education. Banks considers the former as the major focus of civic education for noncitizen students and the latter as the major focus for "citizen students who experience failed citizenship and structural exclusion" (178-9). [Extracted from the article]

A review of the book "To Whom Do Children Belong?: Parental Rights, Civic Education, and Children's Autonomy," by Melissa Moschella, is presented.

Catherine E Herrold holds a Ph.D. in Public Policy and is Associate Professor of Public Administration and International Affairs at Syracuse University. (p. 81) Most damming, democracy promotion is not integrated with broader social-economic and cultural development initiatives in which many NGOs are engaged. Her research "examines how citizens, nongovernmental organizations (NGOs), and public organizations work to promote social justice and democracy.". [Extracted from the article]

This essay outlines a unique program developed at Davis & Elkins College: the First Year Symposium. Responding to concerns about the lack of civic engagement in America’s youth and the call for colleges and universities to develop strategic plans for addressing democratic learning, the First Year Symposium is a required class for all baccalaureate degree-seeking students enrolled at Davis & Elkins College. The course is divided into three distinct week-long experiences during the winter term that address the acquisition of democratic knowledge, the development of skills necessary for civic engagement, and the dispositions of students toward government and the democratic process. The authors argue that the First Year Symposium has had several positive effects on the Davis & Elkins College campus, and suggest that it can serve as a model for how colleges and universities can design unique course experiences that satisfy the need for increased civic learning. [ABSTRACT FROM PUBLISHER]

The article outlines the "Passport to Democracy" secondary school program of the Victorian Electoral Commission and proposed Civics and Citizenship Australian Curriculum for Years 8 and 9.

A review of the book "No Citizen Left Behind," by Meira Levinson is presented.

The article reviews the book "Rawls, Citizenship, and Education" by M. Victoria Costa.

The article describes a university seminar on teaching methods in civics instruction in Germany, taught by the author the Ruhr University of Bochum, Germany.