Contents (Tentative)
Foreword, by James A. Banks
Preface
Acknowledgments
Part I: A Centrist Approach to Civic Education
1. Introduction
Liberal and Illiberal Democracy
Knowledge and Voice
Curriculum and Instruction
An Autobiographical Note
Overview of Chapters
Conclusion
2. Teaching Academic Controversies
Cooperative Learning and SAC
The Revised Model
Conclusion
3. Teaching Against Idiocy
Dodging Puberty
Schools and Idiocy
Schools Are Public Places
Three Keys
The Social Curriculum
The Academic Curriculum
The Three Rs?
Part II: Toward Deeper Civic Learning
4. Concept Development
Teaching and Learning Concepts
Classifying
Some Examples
Conclusion
5. Reinventing the High School Government Course
Method and Design Principles
Curriculum
Discussion
Conclusion
6. Listening to Strangers
Seminar and Deliberation
Listening to Strangers
Political Friendship
Listening to Strangers at School
Practices of Listening to Strangers
Conclusion
7. What Is Justice?
Just Individuals
Just Societies
Cutting Through Conventional Wisdom
Conclusion
Part III: Global Civic Education
8. Educating World Citizens
National Security
Marginal Voices
A Solution on the Loose
9. Human Rights Education?s Curriculum Problem
Problem: Access to What?
Solution: Toward an Episteme for HRE
Conclusion
10. The Right to Have Rights
A Curriculum Proposal
Rationale
The Immigrant Labor Paradox
Classroom Activities
Instructional Supports
Conclusion
11. Afterword: Cultivating Judgment
Classroom Discussion
Uncoerced Decisions
The Social Studies
Conclusion
Endnotes
References
Index
About the Author