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- Publisher
- Wiley
- Copyright
- Copyright © 2004 Wiley Subscription Services, Inc., A Wiley Company
- ISSN
- 0162-895X
- eISSN
- 1467-9221
- DOI
- 10.1111/j.1467-9221.2004.00378.x
- Publisher site
- See Article on Publisher Site
Abstract
Discussions of citizenship and citizenship education have been conducted largely within the worldview of stable, Western societies and have been based on psychological models that emphasize individual cognition. The concepts of citizenship that evolved in this context have become taken for granted. But during the past decade, different concepts of citizenship have arisen from emergent democracies, from societies in transition, from the dissolution of the left‐right spectrum in Western society, and from a changing perspective in psychological theory that attends to language and to social and cultural context. These developments have implications for defining the goals of citizenship education and for formulating educational programs, particularly in relation to identity, positioning, narratives, and efficacy.
Journal
Political Psychology – Wiley
Published: Jun 1, 2004