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This book was motivated by the need to approach with a fresh look what we regard as perhaps
the most embarrassing
predicament of the Anthropocene/Capitalocene (Capra and Mattei,
2015, Altvater et al., 2016, Moore, 2017). We live in an era with roughly the same number (about
one billion) of over-fed people and of people lacking access to nutritious food (which means
that do not know in the morning if they will be able to feed themselves and their children during
the day). Our era also stands out by the remarkable amount of food that is wasted in some
parts of the world and by the unprecedented number of livestock that populates this planet
(Patel and Moore, 2017). Moreover, in the current phase of neoliberal capitalism that dominates
in the Anthropocene/Capitalocene, the ecological footprint is out of control; some rich people
(the majority in the Global North and the elite in the Global South) can enjoy every day food
shipped from thousands of miles away on gas gulping aircrafts and boats that pollute the environment
beyond imagination. Such luxury, the result of the worldwide colonization of diets,
would be impossible without a very significant environmental subsidy; if all the externalities
had to be internalized, eating Nile Perch would be unaffordable to most people everywhere.
The subsidy is ultimately paid by the poor in the South and, in general, will certainly be paid
by future generations. Unless we deal with and avoid the hidden social and environmental costs
that are so far unaccounted for in the hegemonic food system (TEEB, 2018)

Food --- commons --- public --- civic --- private

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This open access book presents the results from the second cycle of the IEA International Civic and Citizenship Education Study (ICCS 2016). Using data from 24 countries in Asia, Europe and Latin America, the study investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It also responds to the enduring and emerging challenges of educating young people in a world where contexts of democracy and civic participation continue to change. New developments of this kind include the increase in the use of social media by young people as a tool for civic engagement, growing concerns about global threats and sustainable development, as well as the role of schools in fostering peaceful ways of interaction between young people. Besides enabling the evaluation of a wide range of aspects of civic and citizenship education, including those related to recent developments in a number of countries, the inclusion of test and questionnaire material from the first cycle of the study in 2009 allows the results from ICCS 2016 to be used to examine changes in civic knowledge, attitudes and engagement over seven years.

Civic education --- ICCS --- IEA Educational Achievement --- Civic knowledge --- Civics and citizenship --- Attitudes to civic life --- Engagement with civic life --- Civic participation

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"Urban planning and development are a meeting ground for different experiences and interpretations pertaining to the desireable city, and the ways in which citizens should genuinely be able to participate in the process. This multidisciplinary book explores broadly the question of how to best approach participation today. Instead of aiming at a singular interpretation, the book sets out to develop tools for a better understanding of the different logics behind urban development and citizen participation. The authors explore themes ranging from governmental structures and settings all the way to individual lifeworlds and experiences, and provide several well-founded propositions on what participation is about.

The articles give voice to actors from the public sphere, from the third and fourth sectors, as well as to citizens in different social roles and positions. The book serves as a text book in disciplines related to urban development and participation, and as an information source for professionals and citizens interested in the topic."

influencing --- civic activity --- citizens --- activism --- civic society --- interaction --- developing --- democracy --- residential environment --- urban population --- cities --- participation

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The clash between civic and ethnic solidarity as well as diverse understanding of whom should be loyal to whom and who belong together turned decisive at the moment when the multi-party majority democracy was introduced in the Yugoslav republics. Democratic participation and political belonging clashed in Yugoslavia at the junction of Yugoslav citizenship, republican citizenship and ethnic membership. Yugoslavia’s initial democratization eventually exacerbated inter-republic and inter-ethnic conflicts which had been meticulously nurtured and controlled by those nationalist elites who were attempting to, by multi-party elections, accede to power or stay in power. In this context, messages sent from the West underscoring the importance of state consolidation for successful democratization did not pressure regional actors to redefine or reform their ethnically heterogeneous states towards greater pluralism. They reinforced the idea that a truly functional state could only be an ethnically homogenized nation-state. In multinational socialist federations, it ended up promoting ethnically based political communities in opposition to the existing civic-legal political communities at the republican level as basis for democracy. This chapter argues that this ethnocentric vision of citizenship immediately challenged the existing social realities and institutional settings, put in question the borders between the republics, and opened the doors for violence and war. In his book States and Power in Africa: Comparative Lessons in Authority and Control, Jeffrey Herbst describes the conflicts between the Zulu and early Dutch settlers over their opposing conceptions of sovereignty over territory and people. The Zulu believed that their political authority extended wherever people had pledged obedience to their king regardless of the territory where they happened to be. Also, ‘the Zulu believed that they could let the whites settle on land without giving up ownership’, whereas for the European whites, occupation over a certain territory also meant the ownership of that territory and control of the people that happened to be there (2000: 40–41). Extrapolated from its colonial context in which the Dutch colonizers wanted to absolutely dominate the colonized and take their land, the story could be interpreted as a clash between the conception of a political community based on ethnic, cultural, hereditary or maybe also declaratory loyalty and solidarity, regardless of existing political boundaries and polities in which the members of this community live, and a political community based on loyalty to the authorities governing a territory where one lives and, ideally, on solidarity with all those who happen to be on that territory under the same authorities. Modern states in reality often combine these two principles in a particular way: they often claim that their citizens or their ethnic kin abroad are bound to their polity and thus expect a loyalty and sometimes exercise an influence on diaspora members (who, in turn, are often interested in meddling in political affairs of the ‘old country’), but, internally, they always insist on undivided loyalty of the population they govern. Even further from its original South African situation, the clash between what we can generally call civic and ethnic solidarity, as well as different understandings of whom should be loyal to whom and who belonged together, turned crucial during the last years of Yugoslavia and decisive at the moment when the multi-party majority democracy was introduced in its republics.

citizenship --- nationalism --- violence --- sovereignty --- democratization --- ethnic --- war --- democracy --- elections --- civic

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The IEA’s International Civic and Citizenship Education Study (ICCS) investigates the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. ICCS 2016 is the second cycle of a study initiated in 2009.This report from ICCS focuses on data collected in the 15 countries that participated in the study’s 2016 European regional questionnaire. It reveals lower secondary school students’ views on European identity, their perceptions of freedom of movement and immigration, and their opinions of Europe and its future. It also, for the 12 European countries that participated in both ICCS 2009 and ICCS 2016, looks at changes across this time period, in young people’s perceptions of immigration and European identity. Comparison with the complete international study will enable readers to review the extent to which region-specific perceptions are related to other factors, such as students’ level of civic knowledge and social or educational contexts. Over the past 50 years, the IEA has conducted comparative research studies in a range ofdomains focusing on educational policies, practices, and outcomes in many countries around the world. The association conducted its first survey of civic education in 1971. The reliable comparative data collected by ICCS 2016 will allow education systems to evaluate the strengths of educational policies, both internationally and within a regional context, and to measure their progress toward achieving critical components of the United Nations’ 2030 agenda for sustainable development.

Civic Education --- ICCS --- IEA Educational Achievement --- Civic knowledge --- Civics and citizenship --- Attitudes to civic life --- Engagement with civic life --- Civic and Citizenship Education Study --- ICCS 2016 --- Civic participation --- European identity --- Feelings of being European --- Perceptions of freedom --- Attitudes toward immigration --- Freedom of European citizens --- Perceptions of Europe and its future