The Educational Governance of Citizenship Education: Knowledge Politics, Curricular Choices and their Effects

Abstract

Most democracies have established standardized school curricula for citizenship education. Recently, different basic educational governance models tend to converge, as more and more actors from outside the national educational systems attempt to impact educational outcomes in the field of citizenship and socio-economic school education. These developments are not only due to the marketization of education and to the educational rivalries in the OECD world, but also to the effects of globalization on national political systems and the socio-economic conflicts and the legitimation crisis of the democratic and economic systems arising from these processes. Schools still seem to be central actors, when it comes to public intervention into a conflictual social sphere and to the regulation of what is seen to be legitimate knowledge and behavior in a given political context. Therefore, political actors and actors from outside the political and administrative sphere more and more tend to influence the constituent parameters of citizenship education at schools: the development of curricula, of school programs, of textbooks and of other media used in citizenship education. The panel gathers contributions that help to explain these new ways of influencing the educational regulation, to describe effects of these interventions and to compare different ways of governing the citizenship education. Accordingly, the conveners of this panel invite papers that are concerned with theoretical and empirical issues in the fields of the governance of citizenship education and civic participation. We are interested in research about the differential regulation and the evaluation of the effectiveness of citizenship education, and the relationship between the educational and the constituent-regulative and the political spheres. We are particularly interested in contributions that raise conceptual and theoretical issues of the comparative analysis of different modes of regulation of citizenship education.

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