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The CANDE Bar: The periodic newsletter of the Citizenship and Democratic Education SIG

Colleagues: Forgive the plain presentation of this issue of the newsletter—our wonderful editor had an emergency that would have delayed delivery, so we went ahead with just the regular text. Please make sure to check out our new feature—our version of an op-ed page on citizenship education issues, called the CANDE BAR, and our special guest writer, Peter Levine.

CONTENTS:

1. In memoriam, Douglas Ray, 1932-2007, pp. 9-10 2. Chair’s farewell column: pp. 2-4 3. Schedule of Civics and CANDE SIG panels at CIES 2008: pp. 14-18 4. CANDE BAR—Peter Levine & Doyle Stevick 5. Announcements—pp. 11-13

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CHAIR’S FAREWELL

Dear Colleagues,

This time, I get to say farewell! I can officially hand off the reins of the CANDE SIG to new faces and fresh ideas, and I am excited to see what comes next. Please get involved! Opportunities abound for the energetic and creative. This SIG will be what you make it. Please come to the meeting, if you can, Monday, March 17: 12:10pm – 1:30pm Citizenship and Democratic Education SIG Business Meeting in 138 Horace Mann Hall.

As I say farewell, will you indulge me a few thoughts? I’d like to share some ideas about what our SIG can become, reflections about what serving as Chair for three years (the maximum allowed in the bylaws!) has done for me, and about what I tried to contribute by organizing this group.

CANDE SIG’S FUTURE The SIG, and this newsletter, can be a place for less-formal dialogue about citizenship education and democracy. My first professor in graduate school championed the bar, where people would congregate, engage in real dialogue, and let loose with all the provocative interpretations and ideas they wouldn’t share in the formal confines of conference presentations. The bar was a place to find out what people really thought, where scholars are more free to speak about their values, commitments, and concerns, in the camaraderie of colleagues. The medium of a newsletter—even an electronic one— may be outdated for our successors, but let me encourage others to step up to the CANDE BAR!

Herodotus tells a story of a place whose government makes a major decision, either sober or drunk, but only ratifies it if they still agree when they are in the opposite condition. Perhaps this is a way of suggesting that both reason and sentiment need to be in alignment for good decisions to be taken. But perhaps an element of the model can keep our practice invigorated—being sure our professional dialogue extends into social contacts and vice versa, and that we enhance our scholarly work by exploring beyond the tight confines of research towards more adventurous thinking.

Here, I believe that we should invite colleagues to share their ideas about relevant questions (e.g., asking our senior colleagues, “If you were to start over as a doctoral student right now in citizenship education, what question would you address in your dissertation?”) I thought up this new feature too late to attract many responses, but on the question of ‘what would you like to see happen in citizenship education?’ I am very pleased to include the reflections of Peter Levine, the indefatigable Oxford Ph.D. in philosophy and Rhodes Scholar who runs CIRCLE, which is now moving with him to Tufts. Peter maintains a terrific blog on civic engagement, posting every weekday, at: http://www.peterlevine.ws/mt/ .

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So step up to the CANDE BAR! Dialogic, as it should be, nonalcoholic, but sufficiently uninhibited, sweet and tasty, perhaps with less nutritional value than most research publications, but we all deserve a little dessert now and then. Please send me any short reflections—preferably at least a sentence (partial though I am to fragments from my time as a classicist), interesting ideas, hunches, challenges, and whatnot, and I will see to it that they get to the appropriate person for the next newsletter.

I would love to see the CANDE SIG continue to move into more interactive formats. Several of the SIGS have formed quite good websites—I appreciate what Noah Sobe has done with the Globalization SIG, posting syllabi and papers. Perhaps we could have a wiki (online texts that are editable by all contributors) where we coauthor a Manifesto for Citizenship Education, or articulate visions for practice.

HANDING OFF CANDE has been quite good to me, and was a wonderful opportunity for dialogue within the community. Especially for a graduate student (at the time), developing the SIG allowed me to get into contact with people I admired, and allowed me to get into contact with many I didn’t know. Some have become authors of chapters in my two edited books, others have invited me to participate in publications, one may yet get me to South Africa. This is a terrific network, and one I value a great deal.

These things obviously don’t just happen. I worked very hard to build this network and bring people into CIES’s circle. Every time I found an interesting publication, a neat panel at another conference, or the like, I would send a personal email to the participants, let them know about us, and invite them to participate in the SIG and in CIES. CIES is a hidden gem, and those who have chosen to participate are often delighted they did. One email made it to Mustafa Köylü in Samsun, Turkey, who participated in CIES 2006 as a result. “I especially thank you, for you encouraged me to participate in the conference. It was a wonderful conference. In addition, Hawaii is like a paradice. I really liked it. I wish I live for ever over there, but it is not possible.” Outreach is easy, and can be quite powerful. A few minutes can do amazing things. I do hope that others feel a bit of the missionary zeal that brings a broader range of participants into the fold and enriches our dialogues accordingly.

Founding the Citizenship SIG has been fun in part just because it is so empowering. For graduate students, I recommend working within a SIG, or even founding one of your own. If there are twenty people out there concerned about what you are, bringing the group together can be a real contribution.

Allow me to acknowledge Gary Homana, for all the work he’s done this year, handling our database, collecting money, keeping track of records, and so forth. It takes more than one person to do this right. Gracias, Bob Arnove, for convening the first meeting when I was forced to miss, and gathering the signatures. To Judith Torney-Purta, for lending her esteemed name to our new annual essay award competition, to Carole Hahn, David Grossman and Gregory Fairbrother for reviewing submissions, to Fernanda Astiz for her great work with the newsletter, to Victor Kobayashi and Wing On Lee for regular 4 encouragement, to everyone who has participated, to Fernanda and Hilary for all the administrivia help, and to Gita Steiner-Khamsi for inviting me to participate in bringing the conference to Charleston!

As I leave this position, and all the stimulating professional contact it entails, I’m delighted to say I have a new colleague at the University of South Carolina who is a CANDE person as well: Sandra Schmidt, formerly of Michigan State, who is taking a position in our social studies program. One way or another, the dialogues will continue….

With fond regards,

Doyle

Doyle Stevick, University of South Carolina [email protected]

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THE CANDE BAR: civic education without constraints, by Peter Levine

I have been asked to write a short article about my ideal version of democratic education. This is an opportunity to ignore the usual constraints: time, money, and political pressures:

We ought to treat students as citizens, giving them assignments that really matter and that stretch them both intellectually and ethically. Research shows that such opportunities boost their skills, knowledge, and habits. Besides, it is an ethical imperative to treat our fellow human beings--including our youth--as responsible members of the community.

Too often, I think, we ask students to investigate issues and problems that arise within the adolescent world--such as drug and alcohol abuse, eating disorders, or their own stereotypes and prejudices--without asking them to evaluate and change the world that we have created for them. That world starts with the massive and powerful institutions that we have built to school them.

If, as in many school systems, the downtown bureaucracy consumes much of the funding, the most experienced and successful teachers gravitate to the least challenging schools, or the textbooks don't match the standards, kids will feel the consequences. Therefore, one ideal form of civic education would be research by students into how their own systems are run. They will probably find that the educational system bears some responsibility for any shortcomings or inequities. But they may also find fault with other actors, such as the government as a whole, the teachers' unions, the taxpayers, or parents and the students themselves.

As long as we are fantasizing (and ignoring all political constraints), we could imagine kids filing Freedom of Information requests, interviewing teachers off the record, attending public meetings, and taking photos of facilities. They could create spreadsheets to estimate the real expenditures of their school system, thereby learning valuable civic and business skills and obtaining power through information. When they uncovered waste and mismanagement, they could develop strategies for reform: alerting the media, filing class-action lawsuits, building public websites, or even working with political challengers. (I said I would ignore all real-world constraints!) They might also discover genuine choices, dilemmas, and constraints that confront their school district. Kids could promote discussion of these choices by providing background materials and convening public meetings.

In my ideal world, research and action on educational issues would continue over years and accumulate. Often, we ask classes to develop their own plans for service or community research, because we see choice as empowering. However, short-term projects rarely amount to much, and they don't replicate real civic work, which has to be cumulative to be successful. I would love to see new waves of students recruited into ambitious, ongoing programs that combine research, deliberation, direct service, and political action--all focused on their own school systems. 6

The CANDE Bar 2: Young, Local, Non-neutral: A Vision of Engaged Citizenship Education, by Doyle Stevick

Between 2001 and 2004, I spent hundreds of hours in civic education classrooms all over Estonia. I observed teachers in different cities, sometimes on the same day, and the drives gave me a great deal of time to reflect on things I’d like to see change in civic education generally. Here, I’ll keep myself to just three.

In my exposure to civic education materials, I have seen very little representation of children as social actors. And yet children do and have done extraordinary things. It is one thing to see the work of Craig Kielburger, who traveled around Asia at age 12, founded an international children’s organization, and the like. His is an inspiring tale, well represented in his own words in his book “Free the Children” and the Bullfrog Films documentary “It takes a Child.” Yet, as with college students who read about Paul Farmer in Tracy Kidder’s Mountains Beyond Mountains, the sheer scale of his accomplishments can overwhelm rather than inspire and inspire a sense of civic self- efficacy in children.

One of my undergraduates at Indiana University brought me the magazine Marie Claire, in which girls from around the world were profiled taking action in their own communities around local problems. Although they dropped the pictures from the website, the eight profiles can be found here: http://www.marieclaire.com/world/make- difference/girl-power In Estonia, an official working in the Ministry of Education told me about children who organized when their school was going to be closed down, gathered information, held rallies, and got the government to rescind its order. I believe that school materials should be full of these kinds of real-life, local, relevant examples. Too often, citizenship is seen as something in children’s futures, not in the present. Just as they should appear in the media.

I recently drove past the Penn Center on Hunting Island, South Carolina. An institution with an incredible history, http://www.penncenter.com/ , it sits on a road named after Martin Luther King. There are countless reasons to honor King, but aren’t there enough local heroes to honor in South Carolina’s efforts for civil rights? Shouldn’t an institution with a history like this one have a name with more local ties? Joseph Armstrong DeLaine, Harry Briggs, Septima Clarke?

This leads me to my second point: let us call attention to the local in our schooling. I have a wonderfully diverse set of students in Educational Administration at the University of South Carolina, but black or white, the stories of Septima Clarke and Judge Waties Waring come as revelations to them. Even in Charleston itself. Not only does history come alive—or can it—when we study what happened RIGHT HERE—but it is also empowering: this is what people right here have been able to do. This isn’t some distant event in Washington DC. These are people in our neighborhoods.

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Part of my worry about the national and distant focus on much civic education (and history) is that it is so disempowering. In a context of 300,000,000 people, few of us can hope to influence the president (whose election gets the lion’s share of attention.) Yes, we an often get form letters back from our representatives. But we are often able to get things done in our local communities. This is one great feature of Project Citizen. But we can match that with a sense of local history.

My concern is that our exclusive focus on King (and his corollary, Rosa Parks) can be disempowering if he is perceived to be a great man, whom none of us could ever hope to match. Rosa Parks, in too many of our stories, is just a tired old lady on a bus, and not a committed activist who worked with hundreds of others to accomplish what she did. We need to pull more of these people into view to understand what it takes to make a difference. And these people are often in our very communities, waiting to be sought out in community-based inquiry projects.

When the latest research came out telling us how ignorant our 17-year-olds are, it came out that 97% could identify Martin Luther King. Could a number that high in some way be indicative of a problem in our accounts and presentation of the civil rights movement? When I toured the National Civil Rights museum in Memphis, Tennessee, in the former Lorraine Motel where King was assassinated, the displays run chronologically up to his assassination. The final room is 306, where he stayed before his death. But it is also the end of the museum, as if the struggles of the Civil Rights Movement were over the moment he was killed. The conflation of his life with the movement was too great for me. Is the degree to which we focus on King a product of the Great Man theory of history?

We can never underestimate his influence and importance, but if we aren’t careful to indicate that others were involved, too, we may be disempowering those we hope to engage. If there is any prominent figure in American history that we would want virtually every American to know about, it should be Dr. King. But for school students, for civic purposes, wouldn’t it be ideal to have them know Barbara Johns and what she accomplished at Moton High School? According to Wikipedia, “In the Pulitzer Prize- winning Parting the Waters: America in the King Years, 1954-63, author Taylor Branch remarks upon Davis v. Prince Edward:

[T]he case remained muffled in white consciousness, and the schoolchild origins of the lawsuit were lost as well on nearly all Negroes outside Prince Edward County. ... The idea that non-adults of any race might play a leading role in political events had simply failed to register on anyone — except perhaps the Klansmen who burned a cross in the Johns' yard one night, and even then people thought their target might not have been Barbara but her notorious firebrand uncle.

And can we stop pretending that gay people don’t exist? Is it fair to talk about King and nonviolence without talking about Bayard Rustin? When the author of the country’s best selling middle-school US history textbook told me about writing the conclusion to the 8 book just before 2000, he said that he talked of challenges and issues the country would have to grapple with in the future—the environment, the gay rights movements, etc., the publisher refused to publish it. They would not even permit gay people to be mentioned, whether good or bad. It was not acceptable to acknowledge that they exist. I would love for teachers to understand this much about the content they are provided to teach. And I would love for them to help students learn about Rustin.

Ordinary people, playing a role in important changes. A stronger connection to local issues and history, to local governance. And, in Kara Brown’s phrase, attention to the school-scape. Can we not feature local cultures, local people, local history, on the walls of our classrooms? Many do, of course. But there is power in seeing someone’s picture in school, and having people around who know her.

Finally, can we reconsider this idea of neutrality? I struggled with this for years before learning of Diane Hess’s research. In the former Soviet Union, teachers who were not enthusiastic about Marxist/Leninist content still taught it, but often with sufficient detachment and disinterest that students got the hidden curriculum, even if the teacher retained deniability. In the post-Soviet period, however, teachers often felt powerless in society and lacked democratic experiences, which undermined their ability to promote civic self-efficacy, but they also strongly resisted the notion that they should ‘push’ ideas onto anyone.

This is what the Soviet state did—teachers feared that if they expressed a view, they were propagandizing, and that was wrong. The problem was that the detached teaching style, learned and practiced over decades, was often passed down as traditional pedagogy, the way one taught. But it undermined engagement in times when people were feeling relatively powerless in the face of the collapsing economy and other difficult changes in society. For students to feel respected, and trusted, we should not conceal our views from them. This is not pushing our views, or using class as a soapbox, but responding candidly to student inquiries while respecting differences. This is modeling respectful dialogue across differences. We need not proffer views. But let us know constrain democratic dialogue and deliberation behind troublesome notions of neutrality and objectivity, notions that are ripe for reexamination.

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In Memoriam Douglas Ray 1932-2007

Douglas Ray died on Christmas Eve of 2007. He was a Professor in the Faculty of Education, The University of Western Ontario, where he taught from 1967 to his retirement in 1998. Before that he was a social studies teacher and brought that classroom experience to his academic work.

Douglas was active in the Comparative and International Education Society (CIES) and served on its executive board. In 1995, he was named an Honorary Fellow of CIES for Exceptional Distinction in Scholarly Contributions to the field of Comparative and International Education. He was a founding and active member of the World Council of Comparative and International Education Societies (WCCES). He served as program chair for congresses in Rio de Janeiro (1987), Montreal (1989), and Prague (1992). At the first Congress in Ottawa in 1970 he delivered an invited paper, “The Place of Comparative and International Education in the Education of Teachers.”

Douglas was especially interested in human rights education, peace education, multiculturalism, and education for democracy. Among his publications are Human Rights Education: International Perspectives (Paris: International Bureau of Education, 1994) and Education and Cultural Differences: New Perspectives with Deo Poonwassie (London: Garland Publishing, 1992).

Douglas traveled the world (to 31 countries, to be precise). He provided his educational expertise in many of these countries and at UNESCO. With his Canadian colleagues and his beloved partner Natalya Voskresenskaya he launched several important civic education initiatives in Eastern Europe and Russia. He lived in Russia for a time. He advised Natalya on her early writings on civics and democracy that helped to provide a foundation for civic education in Russia.

At the same time, Douglas was an active author, teacher, and leader in the social studies community of his native Canada. He was a founding member of the Comparative and International Education Society of Canada (CIESC), serving as its President (1973-1975) and co-editor of its journal, Canadian and International Education. With his generous contribution, CIESC established an award in his name for the best paper given by a graduate student at the annual CIESC conference. His book, Social Change and Education in Canada (Harcourt Brace, 3 editions), a collection of papers co-edited with Ratna Ghosh, is used extensively as a university textbook across Canada.

In all these spheres, Douglas practiced what he taught. He was a kind and good man, an accomplished scholar, and a contributing member of the comparative and international education community internationally and in Canada. As his Canadian colleagues recalled, “He had a strong sense of social justice. . . . He was a kind, generous, and humble person as well as a wonderful colleague and mentor to students. Douglas Ray was truly a scholar and a gentleman, as well a being a gentle man. He will be greatly missed by comparative educators everywhere.” Stephen Schechter, Russell Sage College, Troy, NY 10

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Announcements:

1. Civic Engagement The Society for Research in Adolescence met in Chicago March 6-9. This is an interdisciplinary society, and as one of its pre-sessions more than 50 people gathered to discuss Youth Civic Engagement. About half were early career scholars (including Gary Homana). There were two panels, on one of which Judith Torney-Purta made a presentation (discussing ways in which studying youth engagement can inform the field of adolescent research more generally). She highlighted 1) the emphasis on attitudes together with knowledge and participation, 2) the opportunity to integrate themes across disciplines, 3) the chance to look at both in and out of school factors, and 4) the benefits of large-scale as well as small-scale studies. Among other panelists were individuals from Canada and Germany. Small groups met and, among other things, identified the need for new conceptions and measures of poltical efficacy.

Several journals accepting research in this area were identified, including The Journal of Applied Developmental Psychology. International work is welcome at this and other adolescence journals, but it must have a developmental psychological dimension and either a quantitative or mixed-method approach.

2. Yongling Zhang, graduate student advised by Joan DeJaeghere at the University of Minnesota, is this year’s winner of the inaugural Judith Torney-Purta prize for the best graduate student essay at the conference in the field of civic education. Her paper, “Examining civic knowledge of eighth-graders in Australia: A multi-level modeling approach,” was based on an HLM analysis of the IEA Civic Education Study's data that Dr. Torney-Purta has done so much to advance. Yongling will receive a small stipend and a certificate. A panel of three SIG members read and judged the papers. The award will be presented at the conclusions of a session Thursday morning on IEA Regional Analysis (4.2.11). Yongling will present the paper at a session on Thursday afternoon (4.4.09). Graduate students planning to present at the 2009 conference are encouraged to submit their papers (about 3 weeks in advance of the conference) for next year's award.

3. Book Release: Spring 2008. Advancing Democracy Through Education? U.S. Influence Abroad and Domestic Practices, E. Doyle Stevick & Bradley A. U. Levinson, editors, Information Age Publishing, Inc. Contents: Introduction: Education Policy, National Interests, and Advancing Democracy, Doyle Stevick. 1. Beyond Nationalism: The Founding Fathers and Educational Universalism in the New Republic: Benjamin Justice. 2. Becoming American in Time?: The Educational Implications of Binary Discourse on Immigration: Patricia Buck with Rachel Silver. 3. Higher Education and Civic Engagement in the United States: Budgetary, Disciplinary, and Spatial Borders: Kathleen Staudt. 4. Discourse Versus Practice in Civic Education for Development: The Case of USAID Assistance to Palestine: Ayman M. Alsayed. 5. Foreign Influence and Economic Insecurity in International Partnerships for Civic Education: The Case of Estonia: Doyle Stevick. 6. Civic Education Reform for Democracy: U.S. Models in 12

Mexico and Indonesia: Bradley A. U. Levinson and Margaret Sutton. 7. Developing Citizenship Education Curriculum Cross-Culturally: A Democratic Approach With South African and Kenyan Educators:Patricia K. Kubow. 8. Putting Equity Into Action: A Case Study of Educatorsʼ Professional Development in Twenty-First Century Kazakhstan: David Landis and Sapargul Mirseitova. 9. From Monsoons to Katrina: The Civic Implications of Cosmopolitanism: Payal P. Shah. 10. Building Towards Democracy in Apartheid South Africa: A Pioneering Partnership for Training Black School Leaders, 1989-95: Ronald R. Atkinson and Judy L. Wyatt.

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(1.1) Monday, March 17: 8:30am – 10:00am

Citizenship and Democratic Education SIG (1) Understanding Policy Influences on Citizenship Education Across the Globe Group Number: 216 Session Time Block: 1.1 Session Type: SIG Chair(s) Doyle Stevick, University of South Carolina Presenter 1 Walter Dawson, International Christian University Shichizunshippu Kyoiku (Citizenship Education): Renaming the Contested Curricular of Moral/Political Education in Japan and the World Presenter 2 Yeow Tong Chiang, Ontario Institute for Studies in Education State For mation and Education: Citizenship and History Education in Singapore from 1965 to 1975 Presenter 3 Merli Tamik, Ontario Institute for Studies in Education Internationalisation of Estonian Universities: Equal Partnerships or Survival Tactics? Presenter 4 Olena Koshmanova, Western Michigan University Nation-building and national identity in Ukrainian educational refor m

(1.2) Monday, March 17: 10:30am – 12:00pm

Citizenship and Democratic Education SIG (2) Perspectives of Citizenship: Opportunities for Change Group Number: 217 Session Time Block: 1.2 Session Type: SIG Chair(s) M. Fernanda Astiz, Canisius College Presenter 1 Jean Walrond, Concordia University College of Alberta Re-Presentation of Caribbean Ways of Knowing about Education in the Canadian Multicultural Knowledge Paradigm Presenter 2 Juan G. Berumen, Indiana University Civic Identity Formation and Latino Youth in Indiana Presenter 3 Sandra Schmid, Michigan State University Expanding the IEA Framework for Civic Education: Lessons from Malawian Students about Civic Par ticipation Presenter 4 R.L. Whitman, University of Southern Maine Civic Education in 'Two Worlds': Contestation and Conflict over the Civic in School and Com munity on the Spokane Indian Reservation

(1.3) Monday, March 17: 12:10pm – 1:30pm

Citizenship and Democratic Education SIG Business Meeting

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(1.4) Monday, March 17: 1:30pm – 3:00 pm

Citizenship and Democratic Education SIG (3) Global Citizenship: Policy, Markets, Ecology and Participation Group Number: 218 Session Time Block: 1.4 Session Type: SIG Chair(s) Doyle Stevick, University of South Carolina Presenter 1 Karen Hendershot, Lehigh University Education for Global Citizenship: Globalization, Market Forces, and a Universal Moral Order Presenter 2 Tetyana Koshmanova, Western Michigan University Promoting Global Citizenship Education through Par ticipatory Democracy Presenter 3 Dale T. Snauwaert, University of Toledo The Earth Charter as a Cosmopolitan Framework for a Pedagogy of Global Citizenship Presenter 4 Adriana Cepeda, Organization of American States Jorge Baxter, Organization of American States Jo-Ann Amadeo, Close Up Foundation National Policies on Education for Democratic Citizenship in the Americas

(1.5) 3:30-5:00 Citizenship Education in, and about, Europe – Negotiating National, Post- national and Supra-national Citizenships through the Curriculum Group Number: 363 Session Time Block: 1.5 Session Type: Panel Chair(s) Christopher J. Frey, Bowling Green State University Presenter 1 Laura C. Engel, University of Nottingham Debora Hinderliter Ortloff, Indiana University Becoming European: Citizenship education policy from the supranational to the local in Ger many and Spain Presenter 2 Avril Keating, University of Oxford Managing multi-level identities in the curriculum: a comparison of citizenship education curricula in England, Ireland and Scotland Presenter 3 Stavroula Philippou, European University Cyprus What makes Cyprus European? Curricular responses of Greek Cypriot citizenship education to Europeanization Discussant 1 Deborah Michaels, University of Michigan

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(2.2) Tuesday, March 18: 10:30am – 12:00pm

Citizenship Education: Perspectives from Eastern Europe Group Number: 300 Session Time Block: 2.2 Session Type: Panel Chair(s) Doyle Stevick, University of South Carolina Presenter 1 Ewa Kowalski, Independent Scholar Educating for a diverse democracy and world: The case of Poland Presenter 2 Anatoli Rapoport, Purdue University Similar rhetoric, different goals: Contemporary tendencies in patriotic education in Russia and Ukraine Presenter 3 Mariam Orkodashvili, Vanderbilt University National exams and social cohesion in Georgia Presenter 4 Doyle Stevick, University of South Carolina Finessing Foreign Pressure in Education Policy: Three Estonian Cases of Policy Fiat through Choice Mechanisms

(2.4) Tuesday, March 18: 1:30pm – 3:00pm Hemispheric Hodgepodge: The Making of an International Journal for Democratic Citizenship Education Group Number: 302 Session Time Block: 2.4 Session Type: Panel Discussion Chair(s) Bradley Levinson, Indiana University Presenter 1 Bradley Levinson, Indiana University Presenter 2 Daniel Schugurensky, Ontario Institute for Studies in Education Presenter 3 Robert Gonzalez, Universidad Pontificia Católica de Chile Presenter 4 Jorge Baxter, Organization of American States Presenter 5 Carolina Casas, Indiana University

(3.2) Wednesday, March 19: 10:30am – 12:00pm

Race, Identity, and Civic Education in Brazil Group Number: 194 Session Time Block: 3.2 Session Type: Panel Chair(s) Lesley Bartlett, Teachers College, Columbia University Presenter 1 Monica Evans, Michigan State University An Analysis of the Socio-Political Context of Affirmative Action Policy in Brazil: The Development of a New Conceptual Framework Presenter 2 Luis Armando Gandin, Federal University of Rio Grande do Sul Can You Teach Citizenship? Lessons from the Citizen School Project in Porto Alegre, Brazil Presenter 3 Sandra Sales, Universidade do Grande Rio Race, University and Media Discourse in Brazil Presenter 4 Moira N. Wilkinson, UNICEF Keeping the Promise of Participation: Lessons from Porto Alegre Discussant 1 Lesley Bartlett, Teachers College, Columbia University

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(3.5) Wednesday, March 19: 3:30pm – 5:00pm

Theorizing Citizenship Education from the Local to the Global Group Number: 378 Session Time Block: 3.5 Session Type: Panel

Chair(s) Nelly P. Stromquist, University of Southern California Presenter 1 Nelly P. Stromquist, University of Southern California Theorizing Global Citizenship Presenter 2 Xiaoqing He, Ontario Institute for Studies in Education Political Socialization, Citizenship Education, and Human Rights: An Inquiry into Three Chinese Tianamen Student Exiles Presenter 3 Melissa Marinari, Teachers College, Columbia University Pia Castilleja, WestEd Learning Citizenship in the Learning Classroom Presenter 4 Karen Pashby, Ontario Institute for Studies in Education The Stephen Lewis Foundations' Grandmothers-to-Grandmothers Campaign: A Model for Critical Global Citizenship Education? Presenter 5 Medardo Tapia Uribe, National University of Mexico Ethics and Politics in Mexican Citizenship Education in the School and the Com munity

(4.2) Thursday, March 20: 10:30am – 12:00pm

Regional Analyses of the IEA Civic Education Study's Data: Achievement, Equity, and Policy Issues Group Number: 018 Session Time Block: 4.2 Session Type: Panel Chair(s) Judith Torney-Purta, University of Maryland Alice Donlan, University of Maryland Presenter 1 Fernando Reimers, Harvard University Policy Issues in Latin America relating to the IEA Civic Education Study’s Results Presenter 2 Barbara Malak-Minkiewicz, IEA Headquarters The Post-Communist Countries' Results in the IEA Civic Education Study Presenter 3 Bryony Hoskins, Ctr. for Research on Lifelong Learning, European Comm. Levels of Civic Competence across Europe: A Complex Picture Presenter 4 Erik Amna, Orrebro University Young Citizens in Scandinavia Discussant 1 Joan DeJaeghere, University of Minnesota

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(4.4) Thursday, March 20: 1:30pm – 3:00pm —NOTE THAT THERE ARE TWO PANELS SCHEDULED NOW— Political and Civic Integration: Teacher Perspectives Group Number: 301 Session Time Block: 4.4 Session Type: Panel Chair(s) Daniel Schugurensky, Ontario Institute for Studies in Education Presenter 1 Jorge Ginieniewicz, University of Toronto Citizenship Education and Political Integration: Latin American Im migrants Take ‘A Look at Canada’ Presenter 2 Daniel Schugurensky, Ontario Institute for Studies in Education Transformative citizenship learning, civic engagement and migratory experiencies: The case of Latin American-Canadians Presenter 3 Heidi Biseth, Oslo University College Democracy and Citizenship Education in the quest for Educational Equity in Norway and Sweden Presenter 4 Wing On Lee, Hong Kong Institute of Education Kerry J. Kennedy, Hong Kong Institute of Education Citizenship Education in Asia: Diversity, Tradition and Challenges for New Times

Achieving Educational Equity: Understanding immigrant students and their civic knowledge, attitudes and experiences Group Number: 361 Session Time Block: 4.4 Session Type: Panel Chair(s) Joan DeJaeghere, University of Minnesota Presenter 1 Jasmina Josic, University of Minnesota Perspec tives on citizenship among high school student s par ticipating in a New Jersey International Studies Program Presenter 2 Yongling Zhang, University of Minnesota Comparisons of Australian immigrant students’ civic skills and attitudes Presenter 3 Judith Torney-Puta, University of Minnesota Comparison of Im migrant and Non-im migrant Adolescents’ Civic Knowledge and At titudes in Sweden and the United States Presenter 4 Jillian Ford, Emory University Social Studies Teachers’ Conceptions of Citizenship Education, Human Rights Education, and Refugee Students Discussant 1 Carole Hahn, Emory University

(4.5) Thursday, March 20: 3:30pm – 5:00pm New Paradigms, Old Challenges: Study Abroad for Global Citizenship Group Number: 173 Session Time Block: 4.5 Session Type: Panel Chair(s) Kristin Janka Millar, Michigan State University Thomas Perdoni, Oakland University Presenter 1 Thomas Perdoni, Oakland University Armando Gandin, Federal University of Rio Grande do Sul Study abroad as a conduit for movement building among the globally dispossessed: The Global Urban Education Exchange project between Por to Alegre (Brazil) and metropolitan Detroit Presenter 2 Kristin Janka Millar, Michigan State University Fulbright-Hays Group Projects Abroad: Promise and Peril Presenter 3 James M Lucas, Michigan State University One model doesn’t fit all: Rethinking dominant narrat ives about study abroad Presenter 4 John Metzler, Michigan State University Engaging assumptions about efficacy of shor t-term international study programs Discussant 1 Gustavo Fischman, Arizona State University