Since the 1990s, political apathy among young people has been a recurrent issue in political science. This article examines, on the basis of a survey of the current debate about political apathy in Germany and an analysis of civic education textbooks for the lower secondary level in Baden-Württemberg, how contemporary German textbooks reflect young people’s interest in politics. This article will show that, while political apathy in textbooks can be explained as the result of either an individual deficit on the part of the reader or a structuralist deficit of the political system, the latter explanation is more likely to encourage critical political thinking among young people in Germany.
Teaching Civic Education in Italy from the School Programs of 1958 to the Present Day
Paolo Bianchini and Maria Cristina Morandini
Civic Education in Italian Schools during the Economic Boom Although the education of citizens has always been one of the fundamental concerns of the educational system (or, at least, of education within a humanist understanding) civic education has
Educational Films, National Identity and Citizenship in Italy from 1948 to 1968
civic education ( educazione civica ) in Italy. Although the documentaries’ original purpose was to inform and educate Italian citizens as well as to create a new sense of Italian identity and nationhood, they were the expression of a centralized and
Contrasts and Congruence within and between Germany and England
Eleanor Brown, Beatrice Szczepek Reed, Alistair Ross, Ian Davies and Géraldine Bengsch
This article is based on an analysis of the treatment of the European Union in a sample of textbooks from Germany and England. Following contextual remarks about civic education (politische Bildung) in Germany and citizenship education in England and a review of young people’s views, we demonstrate that textbooks in Germany and in England largely mirror the prevailing political climate in each country regarding Europe. At the same time, the analysis reveals a disparity between the perspectives presented by the textbooks and young people’s views. The textbooks in Germany provide more detail and take a more open approach to Europe than those in England. Finally, we argue that the textbooks may be seen as contributing to a process of socialization rather than one of education when it comes to characterizations of Europe.
Although it is not much mentioned in the scholarly literature, the school shows up as an important motif in both volumes of Alexis de Tocqueville's Democracy in America. Tocqueville distinguished between civic education, which he saw as crucially important to the survival of democracy, and scholastic education, which could threaten it. There is a tension between these educations, which becomes clearer upon noticing Tocqueville's support for the political doctrine of freedom of education, which was so important in French politics during the July Monarchy (1830-1848). The source of this tension lies in Tocqueville's understanding of the American social condition and decentralized administration as being amenable to civic education, while centralized France precluded it. This tension is mediated, the article suggests, by Tocqueville's perception of the essential religiosity of French society.
The Iconography of the
Lara Campos Pérez
This article takes a close look at the iconographic construction of the so-called “otherness” in Spain between 1936 and 1945. During this three year period of civil unrest, the Franco regime set out to cast the defeated half of the war as an inimical “other.” In this process of building an impression of the “other,” the “New State,” created after April 1, 1939, played an important role, since in many ways the existence of this enemy “other” could favour unity between the rest, or “us.” The State used mandatory education as an efficient socialization tool in this process. The text looks at the different ways in which the image of the “other” was used in books that taught History, Civic Education and Patriotic Education in primary school.
Dieter K. Buse
Historians and political sciences have begun to discuss how and when postwar Germany overcame its authoritarian past and reestablished democracy and a tolerant civil society. This article argues that the national and regional Offices for Political Education have contributed significantly to the recivilizing process. The article provides the first preliminary academic attempt to outline the offices' historical background, their changing institutional structure, and their place in the civic education context since the mid 1950s. A series of case studies examine the historical literature disseminated by specific offices to illustrate the process of overcoming a problematic past and constructing new identities. In turn, the historical role models promoted by the offices, the manner in which federalism was presented, the timing of and fashion in which the Holocaust became a significant theme and the way in which regional identities were understood and fostered, are examined. These cases illustrate how historical information was employed, at first in fairly simple and propagandistic fashion, but always to inculcate democratic and civil norms. The question of the impact of the offices' work is left open, since research on reception has yet to be undertaken, but some evidence about their important contributions to reshaping German values is provided.
Textbooks in Periods of Political Transition after the Second World War
Kira Mahamud Angulo and Anna Ascenzi
) in Berlanga de Duero (Soria, Spain) from 13 to 15 April 2015. The symposium addressed two main themes of education in times of transition between dictatorship and democratic society: political socialization and civic education. Scholars from Germany
Ben Berkowitz and Jean-Paul Gagnon
.” 83degrees , 10 January . http://www.83degreesmedia.com/features/apps-engage-users-in-road-safety-011017.aspx . White , Patricia . 2012 . “ Making Political Anger Possible: A Task for Civic Education .” Journal of Philosophy of Education 46
Girls’ Voices and Civic Engagement in Student Journalism
Piotr S. Bobkowski and Genelle I. Belmas
these issues, discuss them with their peers and teachers, and learn how to communicate effectively about them to the broader community ( Östman 2013 ). Journalistic work stimulates the didactic practices that, according to civic education experts