Citizenship and Education in Liberal-Democratic Societies: by Kevin McDonough, Walter Feinberg

By Kevin McDonough, Walter Feinberg

This e-book brings jointly essays by means of prime political, criminal, and academic theorists to think again the necessities of citizenship schooling in liberal-democratic societies. The chapters within the booklet evaluation calls for via minority teams for cultural attractiveness via schooling, and in addition study arguments for and opposed to citizenship schooling as a method of fostering a shared nationwide identity.

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47 I believe they provide a perfectly respectable grounding for something like Martha Nussbaum's cosmopolitan morality and her ideas about educating children as citizens of the world. I want to begin my argument to that effect now, by examining what we may refer to (pompously) as the infrastructure of cultural interaction: the actually existing traditions, institutions, and practices that result from this mixing but also make this mixing possible. We can understand that infrastructure in two ways: (a) in terms of the outward-looking characteristics of particular communities and cultures in a multicultural world, or (b) in terms of the web of relations and connections that characterize the in–between of global community.

Between them, they seem to explain a great deal of the multiculturalism of modern societies. The diversity of cultures in the United States, for example, represents the legacy of (1) with regard to modern pluralism and sectarianism, (2) and (3) with regard to the ethnic cleansing of Native Americans, (4) with regard to the Union of former British colonies, (5) with regard to African-Americans, TEACHING COSMOPOLITAN RIGHT 29 (6) with regard to the acquisition of California, Texas, and Louisiana, and (7) with regard to the mass immigration of the late-nineteenth and twentieth centuries.

6. The overlords of one society transferred that society and its territory to another, as France and Spain ceded and retroceded the territory in the Americas known as Louisiana in the eighteenth century back and forth between themselves, until eventually it was sold to the United States in 1803 (by France). 7. Some members of a given community migrated—one-by-one or family-by-family, in waves perhaps, but not as an organized mass—to another country, and when they arrived and settled there, they joined with other migrants to preserve what they could of the culture of their provenance.

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