This book explores four interrelated themes: rethinking civic education in light of the diversity of U.S. society; re-examining these notions in an increasingly interconnected global context; re-considering the ways that civic education is researched and practiced; and taking stock of where we are currently through use of an historical understanding of civic education. There is a gap between theory and practice in social studies education: while social studies researchers call for teachers to nurture skills of analysis, decision-making, and participatory citizenship, students in social studies classrooms are often found participating in passive tasks (e.g., quiz and test-taking, worksheet completion, listening to lectures) rather than engaging critically with the curriculum. "Civic Education for Diverse Citizens in Global Times," directed at students, researchers and practitioners of social studies education, seeks to engage this divide by offering a collection of work that puts practice at the center of research and theory. Following a foreword and preface by N. Noddings, and an introduction entitled, Civics and Citizenship in Students' Daily Lives: Toward a Sociocultural Understanding of Civic Knowledge and Engagement by B. C. Rubin and J. M. Giarelli, this book is divided into four parts. Part I, Rethinking Civics and Citizenship in a Diverse Democracy, offers the initial chapters of the book: (1) Reimagining Citizenship Education: Gender, Sexuality, and the Social Studies (M. S. Crocco); (2) Service-Learning as a Strategy to Promote Citizenship Education and Civic Engagement in an Urban Elementary Charter School (B. Chi and T. Howeth); and (3) Gender and Civic Education in the United States (C. L. Hahn). Part II, Rethinking Civics and Citizenship in a Global Context, continues with the next chapters: (4) Connections between Concepts of Democracy, Citizen Engagement, and Schooling for 14-Year-Olds across Countries (W. K. Richardson and J. Torney-Purta); (5) A Primer on Democracy and Education in the Era of Globalization (W. Cahill); and (6) Global Citizenship: Theoretical and Pedagogical Perspectives (E. Davis). Part III, New Approaches to Civic Research and Practice, goes on to present: (7) Teaching Democracy Appreciation (J. R. Hibbing and A. Rosenthal); (8) The Limits of Efficacy: Educating Citizens for a Democratic Society (J. Westheimer and J. Kahne); and (9) Civics and Citizenship in Kids' Daily Lives: Broadening Approaches to Civic Learning, Knowledge, and Engagement (B. C. Rubin). Part IV, Civic Education in a Changing World, concludes the book with: (10) Public Time versus Emergency Time after September 11th: Democracy, Schooling, and the Culture of Fear (H. Giroux); and (11) Looking Back to See Ahead: Some Thoughts on the History of Civic Education in the United States (B. Justice).