Critical Citizens is a study on attitudes towards nation, governance, political institutions and political leadership. The contributors argue that the crisis in global democracy has been greatly exaggerated in recent years.

Many fear that democracies are suffering from a legitimacy crisis. This book focuses on 'democratic deficits', reflecting how far the perceived democratic performance of any state diverges from public expectations. Pippa Norris examines the symptoms by comparing system support in more than fifty societies worldwide, challenging the pervasive claim that most established democracies have experienced a steadily rising tide of political disaffection during the third-wave era. The book diagnoses the reasons behind the democratic deficit, including demand (rising public aspirations for democracy), information (negative news about government) and supply (the performance and structure of democratic regimes). Finally, Norris examines the consequences for active citizenship, for governance and, ultimately, for democratization. This book provides fresh insights into major issues at the heart of comparative politics, public opinion, political culture, political behavior, democratic governance, political psychology, political communications, public policymaking, comparative sociology, cross-national survey analysis and the dynamics of the democratization process.

This book examines the acquisition of requests in English by a seven- year-old Japanese girl during her 17-month residence in Australia. The study focuses on the linguistic repertoire available to the child as she attempts to make requests and vary these to suit different goals and addressees. This book helps unravel features of pragmatic development in the child's interlanguage, a subject about which we yet know very little.

Critical Citizens: Global Support for Democratic Government analyses a series of interrelated questions. The first two are diagnostic: how far are there legitimate grounds for concern about public support for democracy world-wide? Are trends towards growing cynicism evident in the United States evident in many established and newer democracies? The second concern is analytical: what are the main political, economic, and cultural factors driving the dynamics of support for democratic government? The final questions are prescriptive: what are the consequences of this analysis and what are the implications for strengthening democratic governance? This book has brought together a distinguished group of international scholars who develop a global analysis of these issues that looks at trends in establishes and newer democracies as we approach the end of the twentieth century. It also presents the first results of the 1995-7 World Values Study as well as drawing on an extensive range of comparative empirical evidence. Challenging the conventional wisdom, this original and stimulating book concludes that accounts of a democratic `crisis' are greatly exaggerated. By the mid-1990s most citizens world-wide shared widespread aspirations to the ideals and principles of democratic government. At the same time there remains a marked gap between evaluations of the ideal and the practice of democracy. The public in many newer democracies in Central and Eastern Europe and in Latin America proved deeply critical of the performance of their governing regimes. And in many established democracies the 1980s saw a decline in public confidence in the core institutions of representative democracy including parliaments, the legal system, and political parties. The book considers the causes and consequences of the development of critical citizens. It will prove invaluable for those interested in comparative politics, public opinion, and the dynamics of the democratization process. ADVANCE PRAISE `The great democratic paradox of the 1990s is that it has simultaneously been the decade of democratization and the decade of growing distrust of democratic institutions. This volume admirably dissects the complex and multi-dimensional background of these conflicting trends, and presents a judicious evaluation of the grounds of optimism and pessimism—in which, fortunately, the former prevails.' AREND LIJPHART, University of California San Diego `Critical Citizens is the most comprehensive collection of comparative work on confidence in government and sources of public support for democracy. I strongly recommend it.' SEYMOUR MARTIN LIPSET, George mason University `Pippa Norris and her colleagues examine claims and counter-claims about the erosion of public confidence in democracy, describe the depth and dynamics of trust in government, and lay out a broad and differentiated approach to the phenomenon. They sort out the rather high degree of support for democracy from widespread uneasiness with the workings of instituions and with the behaviour of politicians. Their book is must reading for survey researchers and comparative students of democracy alike.' SIDNEY TARROW, Cornell University `This is the most impressive comparative study of how citizens in contemporay democracies relate to their governments. In an age of expanding democratic institutions around the globe, the authors of Critical Citizens capture the reader's interest and provide a masterful update on one of the critical issues of our time.' CHRISTOPHER J. ANDERSON, Binghamton University (SUNY) `It is the Civic Culture study 40 years later . . .Critical Citizens is a landmark comparative study of trends in attitudes toward nation, government regime, political institutions, and leaders, in some forty regionally well-distributed countries, bringing together the resaerch of a cross-national team of social scientists, led by Pippa Norris of the Harvard Kennedy School. It is full of theoretically interesting insights, as well as findings that have an important bearing on public policy.' GABRIEL ALMOND, Stanford

As democracy faces increasing struggles around the globe, there has never been a more important time to talk about civic education and the core democratic purposes of schooling. What Kind of Citizen? asks readers to imagine the society they would like to live in and then shows how schools can make that vision a reality. This updated edition responds to the many challenges that have occurred since this book was first published, such as a global pandemic, social justice protests, a rise in autocratic leaders, anti-woke laws, and more. Westheimer brings his now-classic text up to date with groundbreaking analyses of current policies, including those in Florida, Texas, and Arizona; standardized testing; prohibitions on teaching about race and racism; plus a new section on teacher education. There are many ways to teach children and young adults to engage critically with their world, but instead teachers are forced to test-prep for a narrow set of academic subjects. This book shows readers how schools can get back on track by creating more engaging, more democratic learning. PRAISE FOR THE FIRST EDITION— “A timely and important book that will prove valuable to a wide audience . . . a valuable addition to teacher education programs that seek to challenge preservice teachers to understand themselves as stewards of democracy and justice.” —Jonathan Zimmerman, New York University “Highly recommended for anyone interested in Ôreconnecting education to democracy’. . . (Westheimer’s) constant connection with everyday experiences makes the reading very pleasurable, and reminds readers of the important place of emotion in education and politics.” —Nel Noddings, Stanford University “This book will have anyone with a vested interest in the future citizens of our world pausing to question the education system as we know it . . . A good read for teachers in need of some inspiration or for anyone looking for more insight into education in America.” —William Ayers, activist and author

Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration. Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.

The far right is back with a vengeance. After several decades at the political margins, far-right politics has again taken center stage. Three of the world’s largest democracies – Brazil, India, and the United States – now have a radical right leader, while far-right parties continue to increase their profile and support within Europe. In this timely book, leading global expert on political extremism Cas Mudde provides a concise overview of the fourth wave of postwar far-right politics, exploring its history, ideology, organization, causes, and consequences, as well as the responses available to civil society, party, and state actors to challenge its ideas and influence. What defines this current far-right renaissance, Mudde argues, is its mainstreaming and normalization within the contemporary political landscape. Challenging orthodox thinking on the relationship between conventional and far-right politics, Mudde offers a complex and insightful picture of one of the key political challenges of our time.

Cultural competence in education promotes civic engagement among students. Providing students with educational opportunities to understand various cultural and political perspectives allows for higher cultural competence and a greater understanding of civic engagement for those students. The Handbook of Research on Citizenship and Heritage Education is a critical scholarly book that provides relevant and current research on citizenship and heritage education aimed at promoting active participation and the transformation of society. Readers will come to understand the role of heritage as a symbolic identity source that facilitates the understanding of the present and the past, highlighting the value of teaching. Additionally, it offers a source for the design of didactic proposals that promote active participation and the critical conservation of heritage. Featuring a range of topics such as educational policy, curriculum design, and political science, this book is ideal for educators, academicians, administrators, political scientists, policymakers, researchers, and students.

At least six different Universal Basic Income (UBI) experiments are underway or planned right now in the United States, Canada, the United Kingdom, Finland, and Kenya. Several more countries are considering conducting experiments. Yet, there seems to be more interest simply in having UBI experiments than in exactly what we want to learn from them. Although experiments can produce a lot of relevant data about UBI, they are crucially limited in their ability to enlighten our understanding of the big questions that bear on the discussion of whether to implement UBI as a national or regional policy. And, past experience shows that results of UBI experiments are particularly vulnerable misunderstanding, sensationalism, and spin. This book examines the difficulties of conducting a UBI experiment and reporting the results in ways that successfully improve public understanding of the probable effects of a national UBI. The book makes recommendations how researchers, reporters, citizens, and policymakers can avoid these problems and get the most out of UBI experiments.

In this pathbreaking book, Pierre Charbonnier opens up a new intellectual terrain: an environmental history of political ideas. His aim is not to locate the seeds of ecological thought in the history of political ideas as others have done, but rather to show that all political ideas, whether or not they endorse ecological ideals, are informed by a certain conception of our relationship to the Earth and to our environment. The fundamental political categories of modernity were founded on the idea that we could improve on nature, that we could exert a decisive victory over its excesses and claim unlimited access to earthly resources. In this way, modern thinkers imagined a political society of free individuals, equal and prosperous, alongside the development of industry geared towards progress and liberated from the Earth’s shackles. Yet this pact between democracy and growth has now been called into question by climate change and the environmental crisis. It is therefore our duty today to rethink political emancipation, bearing in mind that this can no longer draw on the prospect of infinite growth promised by industrial capitalism. Ecology must draw on the power harnessed by nineteenth-century socialism to respond to the massive impact of industrialization, but it must also rethink the imperative to offer protection to society by taking account of the solidarity of social groups and their conditions in a world transformed by climate change. This timely and original work of social and political theory will be of interest to a wide readership in politics, sociology, environmental studies and the social sciences and humanities generally.