Titlebook: Civic Education and Contested Democracy; Towards a Pedagogic Wim de Jong Book 2020 The Editor(s) (if applicable) and The Author(s), under

細絲

saphenous-vein

Introduction,is not simply a pervading, disciplining force, but the object of constant public discussion. Crisis narratives are central to civic pedagogical drives, signalling shifts in state-citizen relations, in a dynamic of rising expectations.

可能性

,Moralizing Citizens. Democracy and Civic Education During Reconstruction (1945–1950), a proportional electoral, broadcasting and education system. These visions differ from the disciplined democracy, which public officials, both in the Netherlands and other West-European countries promulgate, curtailing striking and demonstration rights, excluding Communists, and viewing democracy as mainly a tool to select leaders.

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缺乏

合乎習俗

Participation and Indoctrination. Education and Democracy in the Long 1970s,erant citizens. This polarization produces a culture war, involving the left-wing Den Uyl government’s education policies, ‘state pedagogy’ and supposedly indoctrinatory radical youth work. Around 1980, both conservatives and progressives criticize radical democracy for being paternalist itself.

Exclaim

Moralism and Hedonism. Towards a Pedagogic State Since the 1980s, individualism is combined with a communitarian moralism towards citizens. Reminiscent of the 1950s’ ‘national’ ecumenic ethos, this underpins the twenty-first century drive for civic education. A debate about ‘integration’ of ethnic minorities ensues, pitting libertarian values against ‘backward’ cultures of Muslims.

思想流動

idiopathic

Book 2020 viewed more and more as objects of a pedagogical project, itself a controversial notion. Focusing on what democracy means practically in society, this book will be of interest to scholars of citizenship education and post-war Dutch political history..

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