Revisits arguments posed in two 1970s articles from "Theory and Research in Social Education." Discusses topics such as the ideas of curriculum as embodiments of governing practices and the contributions of postmodern thought to educational theory, particularly knowledge as the effects of power. (CMK)

Responds to the article "From Understanding to Action: New Imperatives, New Criteria, New Methods for Interpretive Researchers" (Lincoln, Yvonna), asserting that Lincoln needs to further examine what kinds of action and collaboration are necessary for action-oriented research. Pulls the ideas about action toward a positivist and managerial…

Responds to the article "From Understanding to Action: New Imperatives, New Criteria, New Methods for Interpretive Researchers" (Lincoln, Yvonna), focusing on what Lincoln calls "the leap from understanding to action." Draws from two books: "Excitable Speech, A Politics of the Performative" (Butler, Judith) and "Fields of Play" (Richardson,…

Responds to the article "From Understanding to Action: New Imperatives, New Criteria, New Methods for Interpretive Researchers" (Lincoln, Yvonna). Uses a personal experience with educational research to comment on the research criteria that Lincoln calls positionality, portrayal, and action. (CMK)

Warns of the limitations of educational reform via standards and standardization as seen in New York, NY. Focuses on "culturally responsive pedagogy," which is needed to build a system sensitive to the backgrounds and contexts of students and schooling. (CMK)

Revisits the comments made in "Statement of Purposes and Style for Manuscripts" and "From the Editors" in the first issue (Volume 1, Number 1, 1973) of "Theory and Research in Social Education." Focuses on the conception of social studies education and its professional orientation. (CMK)

This theme issue of "The International Journal of Social Education" contains 11 articles all concerned with efforts to promote civic education in post-communist countries, particularly former Soviet-Bloc nations, including Latvia, Poland, Hungary, the Czech Republic, and Russia. Described are international partnerships for civic education and…

Describes the international civic education program, Civitas, including background on its creation, national and international significance of and need for the program, program goals, elements for systematic implementation of civic education, program organization, program products and their effectiveness, and illustrative examples of program…

Discusses the transition to democratic government in the Republic of Latvia and the role of civic education in that process. Describes Latvia's history and demography, the Latvian constitution and government structure, the process of democratization, and the role of civic education organizations like the Democracy Advancement Center. (DSK)

Presents an overview of civic education for democracy in Poland. Focuses on the largest, most comprehensive project, Education for Democratic Citizenship in Poland (EDCP). Discusses the context of civic education, project origins and goals, international partnerships, project funding, project-developed curricula, teacher-education activities, and…

Explores topics related to civic education for democracy in post-communist Hungary. Includes discussions of the context and history of civic education in Hungary, challenges to the emergence of democratic civic education and principal approaches to it, and the roles of international civic education partners in this process. (DSK)

Observes that the international civic education program Civitas has been of great benefit to both the Czech Republic and cooperating U.S. states. Discusses background factors in the Czech Republic, civic education projects underway in that country, and a program introduced into Czech civic education as a result of the partnership. (DSK)

Outlines the status of democratic civic education in Russia, particularly the need to educate teachers about democracy. Discusses the need for civic education reform, international cooperation in meeting those needs, dissemination of information on civic education, curriculum development and teacher-education projects, and the importance of…

Asks whether it is possible to develop an international, cross-cultural consensus on the meaning and characteristics of democracy and which common elements of these should constitute education for civic democracy. Outlines an international project, Democratic Citizenship: A Framework, in an attempt to answer these questions. Discusses possible…

Describes a project, Comparative Lessons for Democracy, to develop and publish lessons for high school students. Lessons compare institutions and processes of constitutional democracy in the United States and five post-communist countries involved in the Civitas international civic education programs: Latvia, Poland, the Czech Republic, Hungary,…