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Intro -- Contents -- Editors and Contributors -- List of Figures -- List of Tables -- Editors' Introduction -- Part I Geographically-Based Overviews -- Chapter 1 Global Citizenship Education in Australasia -- Introduction and Overview -- The Political, Economic and Social Contexts -- Education Systems and Curricula -- Australia -- New Zealand -- Summary: The 'Global' in Australasian Curricula -- Teaching and Learning Approaches -- Australia -- New Zealand -- Conclusion: Possible Futures -- References -- Chapter 2 Europe and Global Citizenship -- Introduction and Overview -- Historical Background -- Contemporary Social and Political Context -- Key Features of the Current Education System in Europe -- Strategies for Educating About and for Global Citizenship -- The Colonial Legacy -- Emerging Themes of Global Citizenship -- The European Union's Contribution -- Likely and Desirable Futures -- References -- Chapter 3 The Middle East -- Introduction and Overview of the Chapter -- Historical Background -- Contemporary Social, Political and Cultural Context -- Key Features of the Current Education System Within Particular Locations -- What Particular Strategies (Curricular and Other) Are Used for Educating About and for Global Citizenship -- Likely and Desirable Futures -- References -- Chapter 4 Global Citizenship Education in North America -- Introduction -- Social, Political, and Cultural Contexts -- Canada -- United States -- Mexico -- Historical Background of GCE -- Key Features of Global Citizenship Education -- Momentum Toward a Critical Approach to GCE: Engaging the Realities of the Twenty-first Century -- References -- Chapter 5 Global Citizenship Education in Latin America -- Introduction -- Historical and Political Context -- Contemporary Social and Political Context -- Key Features of Current Education Systems

Hong Kong's distinct system, as a Special Administrative Region within the People's Republic of China, makes it an interesting case when examining the notion of citizenship, and how it shapes and is shaped by the education system. This article examines the existing literature at this important point in the territory's development. This review contains important lessons not only for the study of citizenship in Hong Kong, but also for how regional identity and citizenship can be shaped by the historical, social, and political forces. Finally, this article will present some of the gaps, which have been identified by scholars in the field.

The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: - Foundational thinkers on, and the theories of, citizenship and education; - Citizenship and education in national and localised contexts; - Citizenship and education in transnational contexts; - Youth, advocacy, citizenship and education; - Contemporary insights on citizenship and education. An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices.

Chapter 1: Introduction -- Part I: Chapter 2: Why do we have to worry about Globalization at all? -- Chapter 3:"Turning on the Lights?" or the great Promise of Digital Technology to Transform Education -- Part II: Chapter 4: Introduction to Part II -- Chapter 5: Understanding the Matter, Disconnecting the World -- Chapter 6: Personalizing or Commodifying Instruction? On Personalized Learning and Student Collaboration -- Chapter 7: Learning through Disturbance -- Chapter 8: Reading the World Precedes Reading the Tweet -- Chapter 9: Advancing Digital Citizenship -- Epilogue,- Appendix: Site Descriptions and Participants -- Index.

This article recounts the unusual history of a national idea in late colonial Singapore from the 1930s to the early 1950s before Singapore's attainment of partial self-government in 1955. Using two different concepts, namely 'colonial nationalism' and 'imperial citizenship', it offers a genealogy of nationalism in Singapore, one that calls into question the applicability of prevailing theories of anti-colonial nationalism to the Singapore-in-Malaya context. Focusing on colonial nationalism, the article provides a historical account of English-mediated official multiculturalism through tracking shifting British colonial priorities, ideologies of governance and challenges to its authority in Singapore. This account is rarely appreciated in Singapore today given official scripting of national history that abets particular amnesias with regards to its multicultural nationhood.

Dear Professor Ambrosewicz-Jacobs, you are an icon for education about the Holocaust in Poland, you are very well regarded abroad and well known for that reason. I will start with some simple questions to get our conversation going. First question: Would you say that there are challenges in the preservation of memory about the Holocaust and challenges for the preservation of historic objectivity?