Home - Cambridge Scholars Publishing

Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives
Editor: Elizabeth Pinnington and Daniel Schugurensky
Date Of Publication: Feb 2010
Isbn13: 978-1-4438-1722-6
Isbn: 1-4438-1722-8
For many years, the fields of citizenship education and participatory democracy have often operated independently from each other. During the last decade, the Transformative Learning Centre of the University of Toronto has nurtured multiple spaces for an interdisciplinary dialogue among scholars, practitioners and students from these two fields.

One of those spaces was the Second International Conference on Citizenship Learning and Participatory Democracy, where close to 300 participants from all over the world shared ideas in more than 150 sessions, including discussions, round-tables, workshops and keynote addresses. This volume brings together a selected collection from the many papers submitted to the conference.

Learning Citizenship by Practicing Democracy: International Initiatives and Perspectives includes an introductory essay, 18 chapters and a postscript, and is organized in three sections:

I. Learning democracy in educational institutions

II. Learning democracy in communities

III. Learning democracy in participatory budgeting

The articles in this book represent a variety of perspectives (as the authors come from different geographical and disciplinary locations), but they all share a commitment to improvements in theory, research and practice in the worldwide movement for deepening democracy and for an emancipatory citizenship education.

Elizabeth Pinnington is a doctoral candidate in the Adult Education and Community Development Department, Ontario Institute for Studies in Education, University of Toronto. Elizabeth is an award-winning adult educator and facilitator. She researches and publishes in the areas of participatory governance, collaborative community movements, and social justice learning.

Daniel Schugurensky is the coordinator of the Graduate Program in Adult Education and Community Development, Ontario Institute for Studies in Education, University of Toronto. Among his recent publications are Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto, Citizenship and immigrant education, "This is our school of citizenship”: Informal learning in local democracy, and Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada.

Price Uk Gbp: 44.99
Price Us Usd: 67.99

Sample pdf (including Table of Contents)

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“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education

“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney

“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President

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