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By Kerry J. Kennedy (auth.), Kerry J. Kennedy, Wing On Lee, David L. Grossman (eds.)

How are scholars in Asia and the Pacific taught to be potent voters? Following profitable volumes formerly released during this sequence, Citizenship schooling in Asia and the Pacific: ideas and concerns and Citizenship Curriculum in Asia and the Pacific, this quantity makes a speciality of citizenship pedagogies which are promoted by means of governments within the area, endorsed through students, and tailored within the colleges and study rooms the place citizenship schooling happens on a daily basis. 13 case reviews from various societies in Asia and the Pacific spotlight the ways that academics and scholars take into consideration, adventure or plan for citizenship educating and studying. diverse equipment – vignettes, pupil surveys, case reviews and literature experiences – are used to painting those reports, from either macro- and micro-analytic views. The good selection of case reviews offers wealthy details and insights into the realities and chances of pedagogies for citizenship around the region.

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33) put it, ‘democracies need citizens who can argue, reason, challenge, question, present cases, and evaluate. Democracies decline when citizens listen rather than talk, and when they comply rather than debate’. Dialogic teaching offers us a path to increase the ratio of authentic classroom discussions and the promise of future citizens ready to engage in the crucial issues of the day in a wide range of societies, including those of the Asia-Pacific region. The chapters that follow provide instructive examples of the extent to which the possibility of dialogic teaching exists in the Asia-Pacific region across a continuum of pedagogies.

The presence of case studies involving quasi-democratic or non-democratic political systems is a reality in the region, and their inclusion here does not represent an endorsement of these politics. It does mean, however, that we have allowed for the possibility of citizenship education in a non-democratic or quasi-democratic context. Looking at cases of citizenship education pedagogy across a spectrum of regimes serves the Editors’ long-range agenda of increased study and dialogue across traditional political and cultural boundaries.

The EPPI Review of the impact of Citizenship Education on the Provision of Schooling cited earlier also listed the following findings: • • • A facilitative, conversational pedagogy may challenge existing power/authority structures. Such pedagogies require a quality of teacher-pupil relationships that are inclusive and respectful. It may require many teachers to ‘let go of control’. Listening to the voice of the student leads to positive relationships, an atmosphere of trust, and increases participation (Deakin Crick et al.

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