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Presents various perspectives on the influence of politics and controversial topics on educators teaching history and civics in the US; 6 articles. Contents: Making public schools business-like--again, by Larry Cuban; Educating the "good" citizen: political choices and pedagogical goals, by Joel Westheimer and Joseph Kahne; Negotiating the politics of citizenship education, by E. Wayne Ross; Diversity, immigration, and the politics of civic education, by Jane Junn; Controversies about controversial issues in democratic education, by Diana E. Hess; Civic education and political participation, by William A. Galston.

Politische Grundhaltungen, politische Kultur und politische
Sozialisation der Bevölkerung im Vereinigten Königreich, in der BRD, in
Italien, in Mexiko und in den USA.

Themen: 1.) Politisches Verhalten: politisches Interesse und politische
Informiertheit; politische Gespräche und politische Partizipation;
politische Entfremdung; wichtigste politische Probleme des Landes;
Einschätzung der Wirkung von Gesetzen und der Mitwirkungsmöglichkeiten
des Bürgers an politischen Entscheidungen; erwartetes politisches
Engagement des einzelnen; eigene Beteiligung an und Beeinflussung von
lokalen und nationalen politischen Entscheidungsprozessen; Beurteilung
des politischen Einflusses einzelner Interessengruppen im Staat;
Bewertung der Pflichten des Staatsbürgers gegenüber seinem Land;
Einschätzung der Wirkungen von Petitionen und Beschwerden; Zufriedenheit
mit dem Regierungssystem; empfundener Nationalstolz; Beurteilung der
erfahrenen Behandlung bei Behördenkontakten; Wahlverhalten bei früheren
Wahlen auf nationaler und lokaler Ebene; Entscheidungsschwierigkeiten
vor Wahlen; Einstellung zu Wahlkämpfen; Image der wichtigsten Parteien;
Parteipräferenz; Parteimitgliedschaft; Religiosität.

2.) Sozialisation: Verteilung der Entscheidungsbefugnisse in der
Familie; Sanktionsverhalten der Eltern in der Familie und der Lehrer in
der Schule; Beurteilung des eigenen Einflusses auf die Familie vor dem
16. Lebensjahr; Einstellung zu einem Mitspracherecht der Kinder in der
Familie; Beurteilung der erfahrenen politischen Erziehung in der Schule;
eigenes Interesse und Interesse der Lehrer an Politik.

Skala: Demokratische Einstellung.

Demographie: Geburtsort; regionale Herkunft; Familienstand; Anzahl der
Kinder; Mediennutzung; politische Diskussion; Parteimitgliedschaft;
Parteineigung; Schulbildung; Berufstätigkeit; Beruf; berufliche
Position; Mitgliedschaft; Konfession; Religiosität; Alter (klassiert);
Einkommen; Geschlecht.

Interviewerrating: Ort des Interviews; Ortsgröße; Region; Rasse;
Schichtzugehörigkeit des Befragten; Haltung des Befragten zum Interview.

When the politician Roman Haider of the party Freiheitliche Partei Österreichs (FPÖ – Freedom Party of Austria) caused the interruption of a lecture about political extremism in an Austrian school in spring 2017, a heated debate erupted over the place of politics in school education. While Haider accused the lecturer of political propaganda, teachers, students and political opponents were upset about this seeming act of censorship. The controversy raises important questions over the aims and principles of civic education, which will continue to engage teachers and educationalists.

Large-scale international databases provide valuable resources for scholars, educators and policy-makers interested in civic engagement and education in nations that are democracies or striving towards democracy. However, the multidisciplinary nature of secondary analysis of these data has created a fragmentary picture that limits educators' awareness of relevant findings. We present a summary of research conducted across disciplines using datasets from two large-scale cross-national studies of civic education conducted by the International Association for the Evaluation of Educational Achievement (CIVED:99 and ICCS:09). The IEA studies were conducted in more than 40 countries with nationally representative samples of 14–15 year olds. In a review of over 100 published articles reporting secondary analyses of these data, we identified four themes especially salient for citizenship educators: open classroom climates; teaching and learning approaches; student identity; and profiles of citizenship norms and attitudes. The review summarizes sample relevant articles to illustrate themes, emphasizes connections between education and civic engagement and suggests opportunities for future research.

Civic education is considered as a way to nurture good citizens who work to develop the polity. However, in real politics, education often mirrors instead of shaping the political development. Reviewing civic education of Hong Kong from a historical development perspective, this article explains that civic education has for long been used a tool of governance by the political regimes. This was true not only during the days of colonial rule but is also that after the reversion of sovereignty in 1997. Manipulating civic education as a tool of governance can have far-reaching consequence. In the case of Hong Kong's civic education, the problems due to neglect, deliberate suppression, and twisting around in different historical phases created the problem for the future. Hong Kong's civic education is now stuck in a quagmire, and preparing young people to face the sociopolitical challenges becomes increasingly difficult. Finally, this article makes suggestions for reforming civic education in Hong Kong. To conduct this study, a mixed methodology was adopted which comprised both literature review and qualitative interviews with civic education teachers and teachers of the subject Liberal Studies. Selective discourses of the teachers are reported to inform the understanding of the discussion.

This study purposed to describe the communication pattern of students at the University of Ahmad Dahlan Yogyakarta and described Civic Virtue implementation through civic education in higher education in terms of forming young generation communication patterns. This study employed a qualitative descriptive method. The subject of the study was five lecturers of civic education. Data were collected through interviews, observation, documentation, and focus group discussion (FGD). The data were analyzed by using Miles and Huberman's principles as data reduction, data display, and stating the conclusion. The result of the research showed that the students' pattern of communication at higher education was influenced by some factors were environment and knowledge factor. The fostering of Civic Virtue through civic education in higher education in forming young generation communication pattern has existed in the process of Civic Virtue fostering that involves democratic values, self-control, and prioritizing plurality interest. The Civic Virtue in the category civic disposition involves responsibility, self-discipline, human rights respect, willingness to hear, negotiating, and compromising. Besides, the Civic Virtue in the category of civic commitment involves a commitment to the implementation of democratic citizenship rights, responsibility for democratic citizenship, constitutionalism, and tendency to participate politically

This article reports the findings the researchers obtained from a study of prominent civic education teachers in Hong Kong with regard to how they perceived national identification and the nurturing of national identification through civic education in Hong Kong schools. A qualitative method of data collection by in-depth semi-structured interviews was engaged. Original quotes are given whenever necessary so that readers can understand how the arguments in the article were derived and can arrive at their own conclusions. The teachers in general believed that national identity is ethnicity-based. But they agreed that national identity should coexist with other local and global civic identities. All of the teachers agreed that their schools worked assiduously in nurturing national identity. However, they also pointed out that a top-down compulsory national education programme, aimed at glorifying the nation, would not work in Hong Kong. Alternatively, students would accept civic education with a fair representation of the nation that allowed for critical judgment.

In 1993, a team of political scientists launched an 11-city study of school reform, centering on the concept of civic capacity. In the field of urban education, the 11-city study found places ranging from those with low levels of civic capacity in which diffuse and scattered concerns never became focused and synergistic to those with relatively high levels of civic capacity in which key actors came together in concerted action. Community leaders develop civic capacity to respond to major community-wide problems with a high potential for controversy. An ever-present potential for conflict means that a spirit of cooperation can quickly erode, and civic capacity differs from micro versions of social capital. To be lasting, civic capacity needs an institutional foundation for interaction among elites and a "grassroots" base through which ordinary citizens are engaged.