Civics and Citizenship Education in Australia provides a comprehensive analysis of teaching and learning in this field in Australian schools, drawing on case study material to demonstrate the current practice in the field. Reflecting on the issues and possibilities raised by the inclusion of civics and citizenship education in the new national Australian curriculum, leading national and international scholars analyse the subject's theoretical, curricular and pedagogical bases and approaches.

Placing civics and citizenship education within historical and contemporary contexts, the book critically explores a range of issues concerning the development, organisation and teaching of the subject. These include how the subject might include indigenous, global and Asian perspectives, and how it may help students to engage with issues around sustainability, active citizenship, diversity, religion and values. The final chapters written by scholars from England, the USA, Canada, Hong Kong and Singapore adopt a comparative approach situating Australian civics and citizenship education in the wider international context.

Andrew Peterson is Senior Lecturer in History and Civic Education at the University of South Australia, Australia. He is the author of Global Learning and Education (with Paul Warwick, 2014) and Civic Republicanism and Civic Education (2011).

Libby Tudball is Associate Professor and Director of Undergraduate Programs in the Faculty of Education at the Monash University in Victoria, Australia. She is the national President of the Social and Citizenship Education Association of Australia.

Introduction, Andrew Peterson (Canterbury Christ Church University, UK) and Libby Tudball (Monash University, Australia)
Part I: The Context of Civics and Citizenship Education in Australia
1. The Recent History of Teaching Civics and Citizenship Education in Australia, 1989-2012, Murray Print (University of Sydney, Australia)
2. Theoretical Perspectives and Pedagogical Possibilities in the New Civics and Citizenship Curriculum, Libby Tudball (Monash University, Australia)
3. Current Practice and Future Challenges in Teaching Civics and Citizenship, Deborah Henderson (Queensland University of Technology, Australia)
Part II: Perspectives and Aims
4. Aboriginal and Torres Strait Islander Teaching and Learning Perspectives, Peter Anderson (Monash University, Australia)
5. Building Asia Literacy through Civics and Citizenship Education, Libby Tudball (Monash University, Australia)
6. The Needs and Challenges for Global Citizenship Education, Lucas Walsh (Monash University, Australia)
7. Active Citizenship and the “Making” of Active Citizens in Australian Schools, Rosalyn Black (Deakin University, Australia)
8. Developing Inclusive Civics and Citizenship Education for Diverse Learners, Andrew Peterson (Canterbury Christ Church University, UK) and Libby Tudball (Monash University, Australia)
9. Connecting Values and Religion with Civics and Citizenship, Andrew Peterson (Canterbury Christ Church University) and Brendan Bentley (University of South Australia, Australia)
10. Making Connections between Civics and Citizenship and Education for Sustainability, Peter Brett (University of Tasmania, Australia)
Part III: Civics and Citizenship Education and the Curriculum: Comparative Insights
11. A View from Canada, Mark Evans (University of Toronto, Canada)
12. A View from England, Ian Davies (University of York, UK)
13. A View from the United States, Carole Hahn (Emory University, USA)
14. A View from Hong Kong, Kerry Kennedy (Hong Kong Institute of Education)
15. A View from Singapore, Yeow-Tong Chia and Jia Ying Neoh (The University of Sydney, Australia)
Conclusion, Andrew Peterson (Canterbury Christ Church University, UK) and Libby Tudball (Monash University, Australia)
Index