Education and Cultural Citizenship

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Nick Stevenson

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  • Theory, Culture & Society

    Theory, Culture & Society caters for the resurgence of interest in culture within contemporary social science and the humanities. Building on the heritage of classical social theory, the book series examines ways in which this tradition has been reshaped by a new generation of theorists. It also publishes theoretically informed analyses of everyday life, popular culture and new intellectual movements.

    EDITOR: Mike Featherstone, Nottingham Trent University

    SERIES EDITORIAL BOARD

    Roy Boyne, University of Durham

    Mike Featherstone, Nottingham Trent University

    Nicholas Gane, University of York

    Scott Lash, Goldsmiths College, University of London

    Roland Robertson, University of Aberdeen

    Couze Venn, Nottingham Trent University

    THE TCS CENTRE

    The Theory, Culture & Society book series, the journals Theory, Culture & Society and Body & Society, and related conference, seminar and postgraduate programmes operate from the TCS Centre at Nottingham Trent University. For further details of the TCS Centre's activities please contact:

    The TCS Centre

    School of Arts and Humanities

    Nottingham Trent University

    Clifton Lane, Nottingham NG11 8NS, UK

    email: tcs@ntu.ac.uk

    web: http://sagepub.net/tcs/

    Recent volumes include:

    Inhuman Nature

    Nigel Clark

    The Domestic Economy of the Soul

    John O'Neill

    Race, Sport and Politics

    Ben Carrington

    Intensive Culture

    Scott Lash

    Peer to Peer and the Music Industry

    Matthew David

    About the Author

    ‘Nick Stevenson skilfully draws upon a welter of leading thinkers from the liberal, socialist, critical-theory and multiculturalist canons in developing his argument that leading ideas about education are umbilically tied to notions of the good society. The pluralistic and un-dogmatic manner in which he sifts these accounts, and his insistence upon the centrality of democratic citizenship, make this a timely and important contribution to current debates about the nature and purpose of schools.’

    Michael Kenny, Professor, Department of Politics, University of Sheffield

    ‘In Education and Cultural Citizenship Nick Stevenson presents a powerful argument concerning how education can and should promote democracy, accompanied by critiques of how all-too-often education fails to do so. Full of strong ideas, arguments, engagement with key thinkers, Stevenson's book should be of great interest to all concerned with the nexus of democracy and education.’

    Douglas Kellner, UCLA, author of Guys and Guns Amok and Media Spectacle and the Crisis of Democracy

    Copyright

    Dedication

    For Alastair Stevenson, Ida James, Eve James, Joseph Hurd and Charlotte Hurd

    About the Author

    Nick Stevenson is a Reader in Cultural Sociology, University of Nottingham. His most recent books include David Bowie (2006, Polity Press), Cultural Citizenship (2003, OUP), Culture and Citizenship (2001, Sage), Understanding Media Cultures (2001, Sage) Making Sense of Men's Lifestyle Magazines (written with Peter Jackson and Kate Brooks) (Polity, 2000) and The Transformation of the Media (1999, Longman). He is currently writing a short book on freedom for Routledge.

    Acknowledgements

    I would like to thank many of the people who have helped with the production of this book – in particular my partner Lucy James, whose faith, love and encouragement have been crucial when my sense of purpose has started to flag.

    I would also like to thank Nottingham University for having such a good education library. This was always a pleasant place to work, and I spent many a happy afternoon there. Further, my publishers SAGE (especially Chris Rojek and Jai Seaman) have been excellent as usual.

    Most books have a connection to the personal life of the author and this one is no different. Without the ties to my own and my sister Jane's children I doubt I would ever have written on this topic. I have followed their first steps into the world with great interest and it has become clear just how significant an influence education is on the shaping of our identities. This has also led me to rethink my own education and I would like to thank all of them for sharing with me many of their experiences. This book is dedicated to them.

    During the writing of this book both of my parents Dermis and June and Lucy's father Maurice died. I would like to thank all of the people who helped me during this period. Your parents are of course your first and most important educators and I would like to remember them here. Not a day goes by when they are not missed or their considerable influence is not noted.

    I would also like to thank my education policy advisors Mark Bevan, Toby Greaney, Matt Varley and Stewart Philpott for keeping me up to speed with current developments in education and their personal and professional lives. I can only hope they are not too horrified by the arguments contained within this book. Thanks too to Diane Beechcroft, David Rose and Colin Lago who offered a different kind of education.

    In a more academic and professional context I have learned a great deal from the conversations of Anthony Elliott, Angharad Beckett, Stella Hart, Jagdish Patel, John Downey, Jim McGuigan, David Moore, David Hesmondhaugh, Paul Ransome, Nick Couldry, Robert Unwin, Maurice Roche and numerous colleagues in the school of Sociology and Social Policy. Here I especially want to thank the anonymous reader and Professor Mike Kenny for their critical and incisive comments.

    Finally I would like to thank my thoughtful teachers Mr Dome, Mr Sawford, Miss Stevens, Paul Bellaby, John Bowen, Steven Webb and Anthony Giddens for their wise guidance in years gone by.

    Permissions

    I would also like to thank the following journals for permission to republish parts of the following:

    NickStevenson (2010) ‘Cultural citizenship, education and democracy: redefining the good society’, Citizenship Studies14(3): 275–292. http://dx.doi.org/10.1080/13621021003731823
    NickStevenson (2009) ‘Critical pedagogy, democracy and capitalism: education without enemies or borders’, Review of Education, Pedagogy and Cultural Studies32(1): 86–92.
    NickStevenson (2009) ‘European democratic socialism, multiculturalism and the third way’, Cultural Studies23(1): 48–69. http://dx.doi.org/10.1080/09502380802016170

    They all appear here in a modified form.

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    Giroux, H. (2007) The University in Chains: Confronting the Military-Industrial Academic Complex, Boulder, Paradigm Publishers.
    Giroux, H. (2008) Against the Terror of Neoliberalism: Politics Beyond the Age of Greed, Boulder, Paradigm Publishers.
    Giroux, H. and Giroux, S.S. (2006) ‘Democracy and the Crisis of Public Education’, in H.GirouxAmerica on the Edge, New York, Palgrave Macmillan.
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    Gore, J.M. (1993) The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth, London, Sage.
    Gorz, A. (1994) Capitalism, Socialism, Ecology, London, Verso.
    Gramsci, A. (1971) Selections from the Prison Notebooks, London, Lawrence & Wishart.
    Gramsci, A. (1988) ‘Language, languages, common sense’, in D.Forgacs (ed.) A Gramsci Reader, London, Lawerence & Wishart. pp. 347–349.
    Gunesch, K. (2004) ‘Education for cosmopolitanism? Cosmopolitanism as a personal cultural identity model for an international education’, Journal of Research in International Education3(3): 251–275. http://dx.doi.org/10.1177/1475240904047355
    Gutman, A. (1987) Democratic Education, Princeton, Princeton University.
    Habermas, J. (1976) Legitimation Crisis, London, Heinmann.
    Habermas, J. (1981) The Theory of Communicative Action (Vol. One), Cambridge, Polity Press.
    Habermas, J. (1983) ‘Modernity - an incomplete project’, in H.Foster (ed.) Postmodern Culture, London, Pluto Press. pp. 3–15.
    Habermas, J. (1985) ‘Neoconservative culture criticism in the United States and West Germany: an intellectual movement in two political cultures’, in R.J.Bernstein (eds) Habermas and Modernity, Cambridge, Polity Press. pp. 78–94.
    Habermas, J. (1987) ‘The idea of the university-learning processess’, New German Critique41 (Spring-Summer): 3–22.
    Habermas, J. (1989) The Structural Transformation of the Public Sphere, Cambridge, Polity Press.
    Habermas, J. (1991) ‘What does socialism mean today? The revolutions of recuperation and the need for new thinking’, in R.Blackburn (ed.) After the Fall, London, Verso.
    Habermas, J. (1996) Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy, Cambridge, Polity Press.
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