International Perspectives on Educating for Democracy in Early Childhood

"At first blush, ""Children as citizens"" seems a category error—but it's actually the provocative theme of this collection. Scholars representing different nations, disciplines, and educational perspectives describe milieus in which children's behaviors, thoughts, and emotions are taken seriously. A worthwhile and mind-expanding read. -- Howard Gardner, Hobbes Research Professor of Cognition and Education, Harvard Graduate School of Education A beautiful example of ""think globally, act locally"", this volume offers important opportunities for teachers, researchers, and policy makers to learn from one another about how education can support children’s democratic participation now and in the future. -- Ben Mardell, Principal Investigator, Project Zero at the Harvard Graduate School of Education Any educator seeking to expand the definition of 'students' from 'passive learners' to 'active citizens' should read Educating for Democracy in Early Childhood. It's a roadmap to help both school leaders and teachers shift the lens through which they view students and empower children to shape and improve their communities. -- Cynthia Robinson-Rivers, Partner at Transcend and Founder of the Whole Child Model I welcome this volume with great excitement as a timely contribution to scholarship and policy making. It achieves is a much-needed push for radical/critical perspectives that open ways to acknowledge children as actors of world- and history-making. A strong theoretical frame leads, not surprisingly, to clear practical and policy applications.​ -- Anna Stetsenko, Professor, The Graduate Center of The City University of New York International Perspectives on Educating for Democracy in Early Childhood brings together fresh, timely and much-needed insights about preparing and supporting young children’s active citizenship. The breadth of work included is significant, and means that the book offers a great deal that will be of interest to those involved in research and practice in this area. Collectively and individually, the chapters offer a critical – and yet where appropriate hopeful – analysis of the challenges and opportunities involved in recognising and enabling the young children as citizens. I highly recommend it. -- Andrew Peterson, University of Birmingham, UK"