Walter C. Parker is professor emeritus of social studies education at the University of Washington, a member of the National Academy of Education, a fellow of the American Educational Research Association, and author of Teaching Democracy: Unity and Diversity in Public Life.

• Contents (Tentative)Foreword, by James A. BanksPrefaceAcknowledgmentsPart I: A Centrist Approach to Civic Education1. IntroductionLiberal and Illiberal DemocracyKnowledge and VoiceCurriculum and InstructionAn Autobiographical NoteOverview of ChaptersConclusion2. Teaching Academic ControversiesCooperative Learning and SACThe Revised ModelConclusion3. Teaching Against IdiocyDodging PubertySchools and IdiocySchools Are Public PlacesThree KeysThe Social CurriculumThe Academic CurriculumThe Three Rs?Part II: Toward Deeper Civic Learning4. Concept DevelopmentTeaching and Learning ConceptsClassifyingSome ExamplesConclusion5. Reinventing the High School Government CourseMethod and Design PrinciplesCurriculumDiscussionConclusion6. Listening to StrangersSeminar and DeliberationListening to StrangersPolitical FriendshipListening to Strangers at SchoolPractices of Listening to StrangersConclusion7. What Is Justice?Just IndividualsJust SocietiesCutting Through Conventional WisdomConclusionPart III: Global Civic Education8. Educating World CitizensNational SecurityMarginal VoicesA Solution on the Loose9. Human Rights Education's Curriculum ProblemProblem: Access to What?Solution: Toward an Episteme for HREConclusion10. The Right to Have RightsA Curriculum ProposalRationaleThe Immigrant Labor ParadoxClassroom ActivitiesInstructional SupportsConclusion11. Afterword: Cultivating JudgmentClassroom DiscussionUncoerced DecisionsThe Social StudiesConclusionEndnotesReferencesIndexAbout the Author

"Walter C. Parker interweaves political philosophy and pedagogy to present a deep and useful primer for building a liberal democracy through civic education."—Theory and Research in Education

Walter C. Parker is professor emeritus of social studies education at the University of Washington, a member of the National Academy of Education, a fellow of the American Educational Research Association, and author of Teaching Democracy: Unity and Diversity in Public Life.

• Contents (Tentative)Foreword, by James A. BanksPrefaceAcknowledgmentsPart I: A Centrist Approach to Civic Education1. IntroductionLiberal and Illiberal DemocracyKnowledge and VoiceCurriculum and InstructionAn Autobiographical NoteOverview of ChaptersConclusion2. Teaching Academic ControversiesCooperative Learning and SACThe Revised ModelConclusion3. Teaching Against IdiocyDodging PubertySchools and IdiocySchools Are Public PlacesThree KeysThe Social CurriculumThe Academic CurriculumThe Three Rs?Part II: Toward Deeper Civic Learning4. Concept DevelopmentTeaching and Learning ConceptsClassifyingSome ExamplesConclusion5. Reinventing the High School Government CourseMethod and Design PrinciplesCurriculumDiscussionConclusion6. Listening to StrangersSeminar and DeliberationListening to StrangersPolitical FriendshipListening to Strangers at SchoolPractices of Listening to StrangersConclusion7. What Is Justice?Just IndividualsJust SocietiesCutting Through Conventional WisdomConclusionPart III: Global Civic Education8. Educating World CitizensNational SecurityMarginal VoicesA Solution on the Loose9. Human Rights Education's Curriculum ProblemProblem: Access to What?Solution: Toward an Episteme for HREConclusion10. The Right to Have RightsA Curriculum ProposalRationaleThe Immigrant Labor ParadoxClassroom ActivitiesInstructional SupportsConclusion11. Afterword: Cultivating JudgmentClassroom DiscussionUncoerced DecisionsThe Social StudiesConclusionEndnotesReferencesIndexAbout the Author

"Walter C. Parker interweaves political philosophy and pedagogy to present a deep and useful primer for building a liberal democracy through civic education."—Theory and Research in Education

Walter C. Parker is professor emeritus of social studies education at the University of Washington, a member of the National Academy of Education, a fellow of the American Educational Research Association, and author of Teaching Democracy: Unity and Diversity in Public Life.

• Contents (Tentative)Foreword, by James A. BanksPrefaceAcknowledgmentsPart I: A Centrist Approach to Civic Education1. IntroductionLiberal and Illiberal DemocracyKnowledge and VoiceCurriculum and InstructionAn Autobiographical NoteOverview of ChaptersConclusion2. Teaching Academic ControversiesCooperative Learning and SACThe Revised ModelConclusion3. Teaching Against IdiocyDodging PubertySchools and IdiocySchools Are Public PlacesThree KeysThe Social CurriculumThe Academic CurriculumThe Three Rs?Part II: Toward Deeper Civic Learning4. Concept DevelopmentTeaching and Learning ConceptsClassifyingSome ExamplesConclusion5. Reinventing the High School Government CourseMethod and Design PrinciplesCurriculumDiscussionConclusion6. Listening to StrangersSeminar and DeliberationListening to StrangersPolitical FriendshipListening to Strangers at SchoolPractices of Listening to StrangersConclusion7. What Is Justice?Just IndividualsJust SocietiesCutting Through Conventional WisdomConclusionPart III: Global Civic Education8. Educating World CitizensNational SecurityMarginal VoicesA Solution on the Loose9. Human Rights Education's Curriculum ProblemProblem: Access to What?Solution: Toward an Episteme for HREConclusion10. The Right to Have RightsA Curriculum ProposalRationaleThe Immigrant Labor ParadoxClassroom ActivitiesInstructional SupportsConclusion11. Afterword: Cultivating JudgmentClassroom DiscussionUncoerced DecisionsThe Social StudiesConclusionEndnotesReferencesIndexAbout the Author

"Walter C. Parker interweaves political philosophy and pedagogy to present a deep and useful primer for building a liberal democracy through civic education."—Theory and Research in Education