This volume, emerging from a cross-national study of teachers' perception of good citizenship, addresses two fundamental questions: What do teachers see as important in citizenship education? How do these perceptions facilitate or hinder the preparation of good citizens? While providing rich and useful data on the latest developments of citizenship education in various contexts, this book also offers an all-round review of concepts and arguments on the subject, as well as insightful comparative analyses of the findings emerged from the case studies. One encouraging conclusion drawn from these studies is that teachers across nations share similar goals and objectives that seem to have transcended cultural and political boundaries.

This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes: Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.

This book presents a socio-legal examination of national and devolved-level developments in social protection in the UK, through the eyes of politicians and officials at the heart of this process. Since its inception in 1998, devolution has altered the character of the UK welfare state, with dramatic change in the 10 years since 2010. A decade of austerity at national level has exposed diverging view in how governments in London, Edinburgh and Belfast view the social rights of citizenship. This political divide has implications for both social security law, as the devolved countries begin to flex their muscles in this key area for citizens' economic welfare, and the constitutional settlement. The book reflects on the impact of austerity, the referendum on Scottish independence and subsequent changes to the devolution settlement, Northern Ireland's hesitant moves away from parity with Westminster in social protection, withdrawal from the European Union (Brexit), and the possible retreat from austerity during the COVID-19 pandemic. The social union may or may not be weakening; its character is unquestionably changing, and the book lays bare the ideological and pragmatic considerations driving legal developments. TH Marshall's theory of citizenship provides the lens through which these processes are viewed, while itself being reinterpreted in light of the national government's increasing delegation of responsibility for social rights – whether to individuals, the voluntary sector or lower tiers of government.

There is now broad agreement that citizenship should form an important part of the curriculum. And that, broadly, is where the agreement ends., yet busy practitioners have to teach citizenship effectively now. Education for Citizenship is based on the assumption that theory needs to be related to practice and that there is already a wealth of good practice from which we can learn.

Neoliberal reforms have seen a radical shift in government thinking about social citizenship rights around the world. But have they had a similarly significant impact on public support for these rights? This unique book traces public views on social citizenship across three decades through attitudinal data from New Zealand, the United Kingdom and Australia. It argues that support for some aspects of social citizenship diminished more significantly under some political regimes than others, and that limited public resistance following the financial crisis of 2008-2009 further suggests the public ‘rolled over’ and accepted these neoliberal values. Yet attitudinal variances across different policy areas challenge the idea of an omnipotent neoliberalism, providing food for thought for academics, students and advocates wishing to galvanise support for social citizenship in the 21st century.

This books explores the relationships between learning, democratic citizenship and the public sphere from thee interconnected angles: theory, methodology and research. The main message of the book is that civic learning necessarily has a public character, as it is learning that emerges from engagement in democratic processes and practices that occur both at the centre and the margins of society. Through a combination of theoretical development, methodological reflection and empirical case study, the chapters in the book provide new insights in the complexities of learning in the context of the ongoing struggle for democracy.

Throughout the world, governments are restructuring social and welfare provision to give a stronger role to opportunity, aspiration and individual responsibility, and to competition, markets and consumer choice. This approach centres on a logic of individual rational action: people are the best judges of what serves their own interests and government should give them as much freedom of choice as possible. The UK has gone further than any other major European country in reform and provides a useful object lesson. This book analyses the pressures on social citizenship from changes in work and the family, political actors, population ageing, and the processes within government in the relentless international process of globalization that have shaped the response. It examines the various social science approaches to agency and argues that the logic of rational action is able to explain how reciprocity arises and is sustained but offers a weak foundation for social inclusion and social trust. It will only sustain part of the welfare state. A detailed assessment of empirical evidence shows how the outcomes of the new policy framework correspond to its theoretical strengths and limitations. Reforms have achieved considerable success in delivering mass services efficiently. They are much less successful in redistributing to more vulnerable low income groups and in maintaining public trust in the structure of provision. The risk is that mistrustful and disquieted voters may be unwilling to support high spending on health care, pensions and other benefits at a time when they are most needed. In short, the reform programme was undertaken for excellent reasons in a difficult international context, but risks throwing the baby out with the bathwater.

Social Citizenship in the Shadow of Competition explores how economic concepts and tools are reshaping regulatory law. Building on studies that link law - both institutionally and discursively - to the legitimation of economic neo-liberalism, the book charts lawmakers' attempts to justify social welfare regulation in the language imposed by economic theory. It presents new qualitative findings from an ambitious regulatory reform programme targeting over 1,700 pieces of legislation. Bronwen Morgan argues that the interplay between economic discourse and lawmaking does not destroy the possibility of social citizenship; however, the subsequent regulatory conversations frequently silence or weaken the claims of vulnerable groups. Thus, even when vulnerable groups secure instrumental success, economic conceptions of bureaucratic rationality impoverish their capacity to express certain kinds of intangible values and aspirations. To expand or retain social citizenship requires that we learn to conceive of what matters in political economy without relying on the logic of utility or other instrumental rationalities.

This handbook provides the Personal, Social and Health Education (PSHE) co-ordinator in a school with everything that they need to deliver good practice in this subject. The book contains thorough guidance through policy and required practice and has a strongly practical bias. It shows through examples of good practice what can be achieved and how this can generally help to raise standards in schools. This is a topical, lively and up-to-date book which tackles the real issues facing schools, heads, co-ordinators and classroom teachers in an engaging and practical manner. It quotes from examples and case studies where strategies worked, and failed - but also keeps the learning of the pupil as the focus of all activities. The PSHE Co-ordinators Handbook is what every Head and PSHE co-ordinator needs to help them make practical sense of the new curriculum, the new PSHE, the new healthy school standard, social inclusion, citizenship, school councils, and the new Ofsted requirements - and how these can be woven together in a coherent way to support the raising of academic standards.

øThe concept of juridification refers to a diverse set of processes involving shifts towards more detailed legal regulation, regulations of new areas, and conflicts and problems increasingly being framed in legal and rights-oriented terms. This timely