The Palgrave Handbook of Citizenship and Education

Section One: Key thinkers on, and theories of, citizenship and education: 1. Aristotle on citizenship and education.- 2. Confucius on citizenship and education.- 3. Rousseau on citizenship and education.- 4. Dewey on citizenship and education.- 5. Freire on citizenship and education.- 6. Crick on citizenship and education.- 7. Bourdieu on citizenship and education.- 8. Feminism, citizenship and education.- 9. Liberalism, citizenship and education.- 10. Care ethics, citizenship and education.- 11. Communitarianism, citizenship and education.- 12. Civic republicanism, citizenship and education.- 13. Cosmopolitanism, citizenship and education.- 14. Transnationalism, citizenship and education.-15. Post-colonialism, citizenship and education.- 16. Human rights, citizenship and education.- 17. Children's rights, citizenship and education.- 18. Neoliberalism, citizenship and education.- 19. Christianity, citizenship and education.- 20. Islam, citizenship and education.- 21. Buddhism, citizenship and education.- Section Two: Citizenship and education in national and localised contexts.- Section Three: Citizenship and education in transnational contexts.- Section Four: Youth, citizenship and education.- Section Five: Contemporary insights on citizenship and education.

Andrew Peterson is Professor of Character and Citizenship Education in the Jubilee Centre for Character and Virtues, University of Birmingham. His research focuses, broadly, on civic virtues and education. His recent books include Civility and Democratic Education and Compassion and Education: Cultivating Compassionate Children, Schools and Communities. He is Assistant Editor of the British Journal of Educational Studies, is Associate Editor of the Asia Pacific Journal of Education and is a Deputy Editor of Citizenship Teaching and Learning.

Garth Stahl, Ph.D.,is an Associate Professor in the School of Education at the University of Queensland. His research interests lie on the nexus of neoliberalism and socio-cultural studies of education, identity, equity/ inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of learner identities, gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference, and educational reform. Of particular interest is the exploration of counternarratives to neoliberalism around "value" and "respectability" for working-class youth.

ORCID Profile: orcid.org/0000-0002-1800-8495

Hannah Soong, PhD is a Senior Lecturer and a Socio-cultural Researcher in the School of Education at the University of South Australia. Hannah's research interests lie in the empirical studies and theorization of transnational mobility of families, international students, and migrant teachers, sociology of Asia's literacy, and teacher identity work in an "East-meets-West" curriculum. Currently, she is exploring the transnational aspirations of middle-class and refugee-background parents on their children's education and well-being in Asia and Australia. One key area is the investigation around developing ethical engagement with global shifts and relations in education.