Good Citizenship for the Next Generation

1. Front Matter

   Pages i-xiv

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2. Good Citizenship and Youth: Understanding Global, Contextual, and Conceptual Tensions

   • Ernesto Treviño, Diego Carrasco

   Pages 1-12Open Access

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3. What Is a “Good Citizen”? a Systematic Literature Review

   • Cristóbal Villalobos, María Jesús Morel, Ernesto Treviño

   Pages 13-32Open Access

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4. Profiles of Good Citizenship

   • David Torres Irribarra, Diego Carrasco

   Pages 33-50Open Access

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5. A Comparative Approach to Notions of Good Citizenship

   • Cristóbal Villalobos, María Jesús Morel, Ernesto Treviño

   Pages 51-66Open Access

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6. A School Effectiveness Approach to Good Citizenship

   • Ernesto Treviño, Diego Carrasco, Natalia López Hornickel, Carmen Gloria Zúñiga

   Pages 67-87Open Access

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7. Latin American Political Culture and Citizenship Norms

   • Daniel Miranda, Catalina Miranda, Loreto Muñoz

   Pages 89-105Open Access

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8. Tolerance of Corruption Among Students in Latin America

   • Diego Carrasco, Andrés Pavón Mediano

   Pages 107-125Open Access

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9. Citizenship Norms Among Native and Immigrant Students from a European Perspective

   • Maria Magdalena Isac, Ellen Claes, Andrés Sandoval-Hernández

   Pages 127-145Open Access

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10. Citizenship Norms and Tolerance in European Adolescents

    • Andrés Sandoval-Hernández, Ellen Claes, Nicola Savvides, Maria Magdalena Isac

    Pages 147-170Open Access

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11. Predictors of Asian Adolescents’ Democratic Understanding

    • Kerry J. Kennedy, Xiaxoue Kuang

    Pages 171-191Open Access

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12. Asian Students’ Preferred Forms of Future Civic Engagement: Beyond Conventional Participation

    • Kerry J. Kennedy, Xiaoxue Kuang

    Pages 193-213Open Access

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13. Conclusion: Citizenship Norms Endorsement Among Grade 8 Students

    • Ernesto Treviño, Diego Carrasco, Ellen Claes, Kerry J. Kennedy

    Pages 215-229Open Access

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This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. 

Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. 

The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law. 

• IEA
• Large-scale studies in education
• Open Access
• Civic education
• School effectiveness
• International Civics and Citizenship Study
• ICCS
• Large-scale assessment
• ICCS data in civic education
• Comparative research in civic education
• Latin American political culture and citizenship norms
• Corruption among students in Latin America
• Citizenship norms among native and immigrant students
• Asian adolescents’ understanding of democracy
• Asian dtudents and civic engagement

• Center for Educational Justice, Pontificia Universidad Católica de Chile, Santiago, Chile

  Ernesto Treviño

• Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile, Santiago, Chile

  Diego Carrasco

• Centre for Political Research, KU Leuven, Leuven, Belgium

  Ellen Claes

• University of Johannesburg, Johannesburg, South Africa

  Kerry J. Kennedy

Dr Ernesto Treviño is the director of the Center for Educational Transformation, principal researcher at the Center for Educational Justice, and associate professor of the Faculty of Education at the Pontificia Universidad Católica de Chile. He is interested in understanding of educational inequalities in Chile and Latin America, and studies on the interaction between policy and practice in schools and classrooms to promote the integral development of students. Dr Treviño has directed several research projects, including the second, third, and fourth studies of factors associated with achievement for UNESCO’s Latin American Laboratory for the Assessment of the Quality of Education, as well as several studies funded by the Chilean National Council for Science and Technology and several national and international organizations. 

Dr Diego Carrasco is a researcher at the Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile. He investigates the methodological problems of measurement and inferential issues concerning national and international large-scale assessments, focusing on learning environments and citizenship education. Dr Carrasco is co-chair (2019-2020) of the Comparative and International Education Society’s Large-scale Cross-national Studies in Education special interest group. He helped establish the methodology for the fourth Comparative and Explanatory Study of UNESCO’s Latin American Laboratory for Assessment of the Quality of Education. He is currently a co-investigator for the "Chilean school system and the development of civic outcomes" project, researching the relationship between school environment and student endorsement of democratic attitudes, values, and beliefs.

Dr Ellen Claes is an associate professor at the faculty of Social Sciences of the KU Leuven (Belgium). She has worked at the Centre for Political Science since 2005 and has been responsible for the Masters program in Social Science Education since 2013. Dr Claes is interested in the relationships between school characteristics, citizenship education, and students’ democratic attitudes. Her research focuses on open classroom climate and the opportunities this offers to counter ethnic prejudice and increase social and political trust. She also studies the effects of different teaching styles on students’ political knowledge, interest, participation, and trust.

Professor Kerry Kennedy is Professor Emeritus, Advisor (Academic Development), and Senior Research Fellow at the Centre for Governance and Citizenship at The Education University of Hong Kong. He is also a Distinguished Visiting Professor at the University of Johannesburg.  He is the Editor of Routledge’s Schools and Schooling in Asia series, the Asia Europe Education Dialogue series, the Perspectives on Education in Africa series and Springer’s Civic and Citizenship Education in the 21st Century series. He is  also co-editor of Springer’s Governance and Citizenship in Asia series. His most recent publication is Civic and citizenship education in volatile times: Preparing students for citizenship in the 21st century, published by Springer.

 

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