Focusing on the relationship between gender, education and citizenship, this book explores, from a feminist perspective, how the concept of citizenship has been used in relation to gender, and how young people are being prepared for male and female forms of citizenship.

Globalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality. This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the ‘good citizen’ and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education teachers’ constructions of the gendered citizen European languages of citizenship the inclusion of women’s rights into English citizenship textbooks gender struggles for equality in school pedagogy and curriculum the implications of personalised learning for the individualised learner citizen globalisation and the construction of a global ethic for citizenship education . It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education.

This book proposes the framework of gendered academic citizenship to capture the multidimensional and complex dynamics of power relations and everyday practices in the contemporary context of academic capitalism. The book proposes an innovative definition of academic citizenship as involving three key components: membership, recognition and belonging. Based on new empirical data, it identifies four ideal-types of academic citizenship: full, limited, transitional citizenship and non-citizenship. The different chapters of the book provide comprehensive reviews of the relevant research literature and offer original insights into the patterns of gender inequalities and practices of gendered academic citizenship across and within different national contexts. The book concludes by setting a comprehensive research agenda for the future. This book will be of interest to academic researchers and students at all levels in the disciplines of sociology, gender studies, higher education, political science and cultural anthropology.

Since the mid-twentieth century, the United States has seen a striking shift in the gender dynamics of higher educational attainment as women have come to earn college degrees at higher rates than men. Women have also made significant strides in terms of socioeconomic status and political engagement. What explains the progress that American women have made since the 1960s? While many point to the feminist movement as the critical turning point, this book makes the case that women's movement toward first class citizenship has been shaped not only by important societal changes, but also by the actions of lawmakers who used a combination of redistributive and regulatory higher education policies to enhance women's incorporation into their roles as American citizens. Examining the development and impact of the National Defense Education Act of 1958, the Higher Education Act of 1965, and Title IX of the 1972 Education Amendments, Deondra Rose in Citizens By Degree argues that higher education policies represent a crucial-though largely overlooked-factor shaping the progress that women have made. By significantly expanding women's access to college, they helped to pave the way for women to surpass men as the recipients of bachelor's degrees, while also empowering them to become more economically independent, socially integrated, politically engaged members of the American citizenry. In addition to helping to bring into greater focus our understanding of how Southern Democrats shaped U.S. social policy development during the mid-twentieth century, Rose's analysis recognizes federal higher education policy as an indispensible component of the American welfare state.

Educating students about their roles as global citizens is a challenge that has taken on increasing importance in recent years. In this volume, prominent educators join Nel Noddings to address the issue of global citizenship, what this means, and how it should shape curriculum and teaching in K-12 classrooms. Features: frameworks for educating global citizens, including building community and mutual respect, creating social responsibility, instilling an appreciation for diversity, promoting emotional literacy, and managing and resolving conflict: practical suggestions to help teachers enrich their classrooms with global content; advice for teaching better global attitudes throughout the curriculum, including social studies, science, literature, and math classes; and diverse perspectives by leading educators and scholars on global citizenship and its value to education and community.

Since the mid-twentieth century, the United States has seen a striking shift in the gender dynamics of higher educational attainment as women have come to earn college degrees at higher rates than men. Women have also made significant strides in terms of socioeconomic status and political engagement. What explains the progress that American women have made since the 1960s? While many point to the feminist movement as the critical turning point, this book makes the case that women's movement toward first class citizenship has been shaped not only by important societal changes, but also by the actions of lawmakers who used a combination of redistributive and regulatory higher education policies to enhance women's incorporation into their roles as American citizens. Examining the development and impact of the National Defense Education Act of 1958, the Higher Education Act of 1965, and Title IX of the 1972 Education Amendments, Deondra Rose in Citizens By Degree argues that higher education policies represent a crucial-though largely overlooked-factor shaping the progress that women have made. By significantly expanding women's access to college, they helped to pave the way for women to surpass men as the recipients of bachelor's degrees, while also empowering them to become more economically independent, socially integrated, politically engaged members of the American citizenry. In addition to helping to bring into greater focus our understanding of how Southern Democrats shaped U.S. social policy development during the mid-twentieth century, Rose's analysis recognizes federal higher education policy as an indispensible component of the American welfare state.

This book sheds new light on gender-based inequalities in a globalized world. Interdisciplinary in scope, it reveals new avenues of research on gendered citizenship, analysing the possibilities and pitfalls of being represented and of representing someone. Drawing on contexts both historical and contemporary, it queries what it means to have access to representation, which power structures regulate and produce representation, and who counts as a citizen. Situating its arguments in the global struggle for hegemony, it answers such thought-provoking questions as whether one can represent someone or be represented without recourse to citizenship and, conversely, whether it is possible to be a citizen if one does not have access to representation. This engaging edited collection will appeal to students and scholars of sociology, social anthropology, history, media studies, political science, literature, gender studies and cultural studies.div div>

One of the major issues this book examines is what the African experience and identity have contributed to the debate on citizenship in the era of globalisation. This volume presents case studies of different African contexts, illustrating the gendered aspects of citizenship as experienced by African men and women. Citizenship carries manifold gendered aspects and given the distinct gender roles and responsibilities, globalisation affects citizenship in different way. It further examines new forms of citizenship emerging from the current era dominated by a neoliberal focus. This book is not exclusive in terms of theorisation but its focus on African contexts, with an in-depth analysis taking into consideration local culture and practices and their implications for citizenship, provides a good foundation for further scholarly work on gender and citizenship in Africa.

This collection establishes a highly topical, new, international field of study: that of gender, education and citizenship. It brings together for the first time important cutting-edge research on the contribution of the educational system to the formation of male and female citizens. It shows how gender relations operate behind apparently neutral concepts of liberal democratic citizenship and citizenship education. The editors asked leading international educationalists to describe the theoretical frameworks and methodologies they used to research gender and citizenship. Challenging Democracy suggests ways in which the educational system could help develop genuinely inclusive democratic societies in which men and women play an equal role in shaping the meaning of citizenship.