The American Geographical Society was the pre-eminent geographical society in the nineteenth-century U.S. This book explores how geographical knowledge and practices took shape as a civic enterprise, under the leadership of Charles P. Daly, AGS president for 35 years (1864-1899). The ideals and programmatic interests of the AGS link to broad institutional, societal, and spatial contexts that drove interest in geography itself in the post-Civil War period, and also link to Charles Daly's personal role as New York civic leader, scholar, revered New York judge, and especially, popularizer of geography. Daly's leadership in a number of civic and social reform causes resonated closely with his work as geographer, such as his influence in tenement housing and street sanitation reform in New York City. Others of his projects served commercial interests, including in American railroad development and colonization of the African Congo. Daly was also New York's most influential access point to the Arctic in the latter nineteenth century. Through telling the story of the nineteenth-century AGS and Charles Daly, this book provides a critical appraisal of the role of particular actors, institutions, and practices involved in the development and promotion of geography in the mid-nineteenth century U.S. that is long overdue.

This volume addresses teaching and research across disciplines, communication and identity development, and the centrality of communication in our quickly changing world. Contributors convey the social and global need, value, and responsibility of communication instruction across disciplines.

Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline.

For democracy to function effectively, citizens must engage together and compromise. Although these skills are critical for a vibrant society, civic engagement education is lacking in America today. This book evaluates the goals, challenges, and rewards of integrating civic education into K-12 and higher education, highlighting best practices.

Social studies is a field in crisis. The crisis stems from failure to establish the very foundation of social studies’ purpose in public education: civic education. Social studies advocates have never put forth a coherent method for teaching civic education because policymakers and the public have been unable to agree upon a general definition of civic education. This issue has disrupted the field since the early days. As educators sought to include civic education within public schools as a dedicated field, social studies evolved into a blending of history, social sciences, and civic education. Social studies’ evolution never resolved the differences between the three, with each discipline striving to control the narrative. Instead of creating a unified field, the disciplines devalued social studies and thus any discipline associated with it. The Rise and Fall of Civic Education: The Battle for Social Studies in a Shifting Historical Landscape investigates the changing definitions and purposes ascribed to social studies in the United States through time. This result is viewed through the rising tensions from culture wars as America’s divisive politics fight to control the narrative of the disciplines within social studies.

Criminal disenfranchisement-the practice of restricting electoral rights following criminal conviction-is the only surviving electoral restriction of adult, mentally competent citizens in contemporary democracies. Despite the strong devotion to the principle of universal suffrage, criminal offenders are still routinely deprived of active and passive franchise, while the justifications for such limitations remain elusive and incoherent. In Punishment and Citizenship, Milena Tripkovic develops an empirical and normative account of criminal disenfranchisement. Starting from historical precedents of such restrictions and examining the current policies of a number of European countries, Tripkovic argues that while criminal disenfranchisement is considered a form of punishment, it should instead be viewed as a citizenship sanction imposed when a citizen fails to perform their role as a member of a political community. In order to determine the justifications of disenfranchisement, Tripkovic explores various citizenship ideals and examines whether criminal offenders comply with the expectations that are posed before them. After developing a theoretical framework of citizenship duties, Tripkovic concludes that very few criminal offenders fail to satisfy fundamental citizenship conditions and exhaustive voting restrictions cannot ultimately be justified. A comprehensive assessment of criminal disenfranchisement, Punishment and Citizenship offers concrete policy suggestions to determine the limited circumstances under which electoral rights could justifiably be withheld from criminal offenders.

understandings that can make a difference in students' lives. --

A thriving and peaceful democracy requires an informed and engaged citizenry, but such citizenship must be learned. Educators around the globe are facing challenges in teaching politics in an era in which populist values are on the rise, authoritarian governance is legitimized, and core democratic tenets are regularly undermined by leaders and citizens alike. To combat anti-democratic outcomes and citizens' apathy, Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community. Most importantly, the book provides tangible steps to link democratic education research with action that reflects contemporary global circumstances.