Wolfgang Althof is the Teresa M. Fischer Professor of Citizenship Education at the University of Missouri, St. Louis. He was at the University of Fribourg, Switzerland, 1984-2004, a Visiting Scholar at Harvard University 1995-1996. Dr. Althof taught university courses and workshops in Germany, Switzerland, Austria, and the US, and lectured in many other countries. Dr. Althofs research includes studies in professional morality; democracy and education in schools; changes in individual conceptions of personal and societal values and morality in East and West Germany after the liquidation of the German Democratic Republic; intergenerational values transmission; and prevention of right-wing extremism and ethnic violence in schools. His recent focus has been on moral/character development and citizenship education.

John Annette is Professor of Citizenship and Lifelong Learning and Pro Vice Master at Birkbeck College, University of London. He has published articles on citizenship and service learning, community development and community leadership and his publications include Education for Democratic Citizenship co-edited with Sir Bernard Crick and Professor Andrew Lockyer published by Ashgate in December 2003. He has been an advisor to the British government on citizenship education in schools and also adult learning for citizenship through civic engagement.

James Arthur is Professor of Education at Canterbury Christ Church University and has written on the relationship between theory and practice in education, particularly the links between communitarianism, social virtues, citizenship, religion and education. He was involved as a member of the National Forum for Values in Education and the Community and has subsequently participated in various curriculum consultations with the QCA. He was a member of the History Task Group in 1999 to revise the History National Curriculum and has since been a member of a sub-group of the Citizenship Working Party as well as a member of various committees on citizenship in the Department for Education and Skills and the Teacher Development Agency. Professor Arthur is also Director of CitizED (http://www.citized.info).

Patricia G. Avery is a Professor in the Department of Curriculum and Instruction at the University of Minnesota in the US. She has studied political education and socialization for over 25 years, with a particular emphasis on the development of political tolerance among adolescents. Currently she is the lead evaluator for the Deliberating in a Democracy Project, a five-year study in which models for discussing controversial public issues are implemented in secondary classrooms in five post-Communist countries (Azerbaijan, Czech Republic, Estonia, Lithuania, Russia) and the US. Professor Avery teaches graduate courses in social studies education and research methodology.

[Page x]James A. Banks is Kerry and Linda Killinger Professor of Diversity Studies and Director of the Center for Multicultural Education at the University of Washington, Seattle. He is a past President of both the American Educational Research Association (AERA) and the National Council for the Social Studies (NCSS). Professor Banks is a member of the National Academy of Education and was a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford during the 2005-2006 academic year. His books include Diversity and Citizenship Education: Global Perspectives; Educating Citizens in a Multicultural Society; Teaching Strategies for Ethnic Studies; Cultural Diversity and Education: Foundations, Curriculum and Teaching; and Race, Culture, and Education.

Keith C. Barton is a Professor in the Division of Teacher Education at the University of Cincinnati and has served as a visiting professor at the UNESCO Centre for Education in Pluralism, Human Rights and Democracy at the University of Ulster. His work focuses on the teaching and learning of history and social studies, and he has conducted several studies of students historical understanding in the US and Northern Ireland. He is co-author, with Linda S. Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools and Teaching History for the Common Good.

Marvin W. Berkowitz is a developmental psychologist and the Sanford N. McDonnell Professor of Character Education and co-director of the Center for Character and Citizenship at the University of Missouri-St. Louis. He is co-editor of the Journal of Research in Character Education and recipient of the 2006 lifetime achievement award from the Character Education Partnership.

Jane Bernard-Powers is Professor of Elementary Education at San Francisco State University.

Kathy Bickmore is Associate Professor in Curriculum Studies and Teacher Development at the Ontario Institute for Studies in Education, University of Toronto, Canada. She teaches (graduate and pre-service teacher education) and conducts research in education for constructive conflict, peace building, conflict resolution, equity, and citizenship/ democratization in public school contexts.

David Carr is Professor of Philosophy of Education at the University of Edinburgh. He is author of Educating the Virtues (1991), Professionalism and Ethics in Teaching (2000) and Making Sense of Education (2003), as well as of many philosophical and educational papers. He is also editor of Education, Knowledge and Truth (1998), co-editor (with Jan Steutel) of Virtue Ethics and Moral Education (1999), and (with John Haldane) of Spirituality, Philosophy and Education (2003).

Sir Bernard Crick is Emeritus Professor of Politics at Birkbeck College, London. He was knighted in 2001 for services to citizenship and political studies. He is author of In Defence of Politics, and George Orwell: a Life, and recently Essays on Citizenship. He is the chair of the advisory group that reported as The Teaching of Citizenship and Democracy in Schools (QCA, 1998). Citizenship adviser to the Department for Education (England), 1998 to 2001 and to the Home Office 2002-2005. He is chair of the advisory group on citizenship and language learning for immigrants, reporting in 2004 as The New and the Old.

Ian Davies is Reader in Educational Studies at the University of York, UK. He is a deputy director of citizED (http://www.citized.info), the editor of the journal Citizenship, Teaching and [Page xi]Learning and the author of books and articles about citizenship education. He has collaborated on many international projects. He is a past fellow of the Japan Society for the Promotion of Science and has been appointed by the Council of Europe as an expert on education for democratic citizenship.

Bernadette L. Dean is an Associate Professor, head academic and student affairs and team leader of the citizenship rights and responsibilities Pakistan Programme at the Aga Khan University, Institute for Educational Development, Karachi, Pakistan. She gained her PhD from the University of Alberta, Canada, in 2000. Her teaching and research interests are in education and development, social studies education, citizenship education and action research. She has taught at all educational levels, from kindergarten to graduate level and is interested in identifying ways to improve the quality of education in Pakistan. She has presented her research at many national and international conferences and has published widely in academic journals and books. In addition, she has written social studies textbooks and a teaching learning resource entitled Creating a Better World: Education for citizenship, human rights and conflict resolution.

Joseph Jinja Divala is a tutor in the Department of Education Policy Studies at the University of Stellenbosch, South Africa, and he previously lectured in Philosophy and Philosophy of Education at Chancellor College in the University of Malawi. His research interests are in democracy and citizenship education, education and justice, and educational autonomy. His current research is centred on higher education autonomy, with particular reference to governance arrangements of higher education systems in Africa.

Lisa Duty is a policy advisor in the areas of high school transformation and college access and success with KnowledgeWorks Foundation. Lisa helps provide leadership in the areas of policy development, state relations and legislative advocacy. Prior to KnowledgeWorks, she was a consultant at the Ohio Department of Education in the areas of middle and high school reform. She participated in exchanges and served as a citizenship education consultant in Poland, Ukraine and South Africa.

Penny Enslin is Professor of Education in the Department of Educational Studies at the University of Glasgow and Professor Emeritus at the University of the Witwatersrand, Johannesburg. She teaches philosophy of education and her research interests lie in the area of political philosophy and education. She has published widely on citizenship and democracy education, gender and the education of girls, higher education, peace education, nationalism, and liberalism.

Mark Evans is Senior Lecturer in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education, University of Toronto and has held different administrative positions (Director of the Secondary Teacher Education Program; Acting Associate Dean, Teacher Education). Mark teaches a variety of courses and has been involved in a variety of curriculum reform initiatives locally and internationally in the areas of citizenship and teacher education. He has written and contributed to numerous articles, books, and learning resources.

Elizabeth Frazer is Official Fellow and Tutor in Politics, New College, Oxford, and University Lecturer in Politics, Department of Politics and International Relations, University of Oxford.

[Page xii]Stephen Gorard is Professor of Education at the University of Birmingham. His research is focused on issues of equity (Pupils Views of Equity in Education, 2005, Compare), especially in educational opportunities and outcomes (Value-added is of little value, 2006, Journal of Educational Policy), and on the effectiveness of educational systems. Recent project topics include widening participation in learning (Overcoming the Barriers to HE, 2007, Trentham), the role of technology in lifelong learning (Adult Learning in the Digital Age, 2006, Routledge), informal learning, 1419 provision, the role of targets, the impact of market forces on schools, underachievement, teacher supply and retention (Teacher Supply: the Key Issues, 2006, Continuum), and developing international indicators of inequality.

Carole L. Hahn is the Charles Howard Candler Professor of Educational Studies at Emory University in Atlanta, USA. She is a past president of the National Council for the Social Studies (NCSS) and was the US national research coordinator for the Civic Education Study of the International Association for the Evaluation of Educational Achievement. She is an Advisory Professor at the Hong Kong Institute of Education, author of the book Becoming Political: Comparative Perspectives on Citizenship Education, and recipient of the Jean Dresden Grambs Distinguished Career Research Award from NCSS.

Diana Hess is Associate Professor of Curriculum and Instruction at the University of Wisconsin-Madison in the US. Since 1998 she has been researching what young people learn from deliberating highly controversial political and legal issues in schools. Currently, she is the lead investigator of a five-year study that seeks to understand the relationship between various approaches to issues discussions in secondary schools and the actual political engagement of young people after they leave high school. She teaches undergraduate and graduate courses in social studies and democratic education. Professor Hess holds a PhD from the University of Washington, Seattle, WA.

Chi-Hang Ho is a Lecturer in the Department of Chinese at the Hong Kong Institute of Education, Peoples Republic of China.

John Huckle is an ESD consultant and visiting fellow at the University of York. He is the co-editor with Stephen Sterling of Education for Sustainability (Earthscan, 1996) and co-author with Adrian Martin of Environments in a Changing World (Prentice Hall, 2001). John has written curriculum and teacher training materials for WWF-UK; facilitated workshops for WWF-Chinas Environmental Education Initiative; and prepared materials on ESD for the citizED website. He has a particular interest in socially critical approaches to ESD.

Andrew S. Hughes is a university teaching professor, a title recognizing contributions to excellence in university teaching, at the University of New Brunswick, Canada. He is the author of some 75 articles and an equal number of commissioned reports. His particular interest lies in the application of evidenced based teaching to citizenship education. His recent work has involved collaboration with the Russian Association of Civic Education, culminating in the Spirit of Democracy Project.

Orit Ichilov is a professor and sociologist whose research has focused on the political socialization of young people, and on citizenship and human rights education. Ichilov was the Israeli National Representative and chief investigator in the Civic Education International Study of the IEA. She chaired the Department of Educational Sciences at Tel-Aviv University and was vice-president of the International Society of Political Psychology. Ichilov chaired [Page xiii]a sub-committee on education advising the Ministry of Justice on the implementation in legislation of the UN Convention on the Rights of the Child. In 2007, she was Visiting Scholar at Oxford University in the UK.

Lee Jerome is the Secondary PGCE Programme Director at London Metropolitan University and has been involved in initial and continuing citizenship teacher education since 2000, at the Institute for Citizenship, where he co-authored The Citizenship Co-ordinators Handbook (2003), and in H.E. posts. He has published a variety of teaching resources to support citizenship teachers and acted as consultant for a range of organisations focusing on history, identity and citizenship. He served on a government working group developing assessment guidance and is a trustee of the Association for Citizenship Teaching and School Councils UK. Lee is currently researching the implementation of citizenship education policy in schools.

Scott Jones is a social studies teacher at Hazelwood West High School (Hazelwood, MO) and a doctoral student in Educational Psychology at the Center for Character and Citizenship at the University of Missouri-St. Louis.

Kerry J. Kennedy is a professor and Dean of the Faculty of Professional and Early Childhood Education at the Hong Kong Institute of Education. He has played an active role in teacher professional associations and public policy forums and is a Fellow of the Australian College of Education and a Life Member of the Australian Curriculum Studies Association.

David Kerr is Principal Research Officer at NFER (National Foundation for Educational Research in England and Wales) and Visiting Professor in Citizenship at Birkbeck College, University of London. He is currently the Director of the eight-year Citizenship Education Longitudinal Study in England and Associate Director of the new IEA International Civic and Citizenship Education Study (ICCS). He has worked closely with the Council of Europe on its Education for Democratic Citizenship and Human Rights Education Project (EDC/HRE), carried out consultancies in Europe and internationally and published widely in the field.

Martina Klicperov-Baker is senior research scholar at the Institute of Psychology, Academy of Sciences of the Czech Republic in Prague and adjunct professor at San Diego State University in the US. Born in Prague, Czechoslovakia, she received her education in social and educational psychology from the Universita Karlova. A specialist in political psychology, she has done extensive international research in psychological preconditions for democracy, post-totalitarian syndrome, transitions to democracy, political culture and civility. She is an author and editor of a number of books including Democratic citizenship in comparative perspective, Ready for Democracy? Civic Culture and Civility and Democratic culture in the Czech Republic.

Wing On Lee is Professor and Vice President (Academic) at The Hong Kong Institute of Education (HKIEd) and is a world renowned scholar in the fields of comparative education, citizenship education, and moral and values education.

Linda S. Levstik is Professor in the Department of Curriculum and Instruction at the University of Kentucky. She is co-author with Keith C. Barton of Doing History and Teaching History for the Common Good (Erlbaum). She is also co-editor with Cynthia Tyson of Handbook on Research in Social Education (Routledge, Taylor and Francis). Her research on childrens and adolescents historical thinking in national and cross-national settings appears in [Page xiv]a number of journals including Theory and Research in Social Education, Teachers College Record, The American Educational Research Journal, and The International Review of History Education. Professor Levstik currently works with several grants to improve history teaching in rural schools.

Katherine Madjidi is a doctoral student at the University of Outario, Canada, whose areas of interest include international development, transformative and experiential learning, and indigenous knowledge.

Bethan Marshall worked as an English teacher in London for nine years before taking up her post at Kings College. Currently a senior lecturer in education she specializes in issues relating to the teaching of English and assessment. She was part of the Kings Medway Formative Assessment Project (KMOFAP) team and, for two years, the director at Kings of the Learning How to Learn project, funded by the Economic and Social research Council. She has written extensively on the subject of English and assessment including her book English Teachers: An unofficial Guide and as a co-author of Assessment for Learning: Putting it into practice.

Merry M. Merryfleld is Professor of Social Studies and Global Education at the Ohio State University, USA. Her research has focused on the teaching and learning of global perspectives, cross-cultural experiential education, the role of social studies in the development of African nations, and online pedagogy for diversity and equity. Her most recent book is Social Studies and the World: Teaching Global Perspectives, co-authored with Angene Wilson. Last year she was a visiting scholar at the Hong Kong Institute of Education. She has won awards from SITE for her research on online intercultural communication and from AACTE for her teacher education program in international and global education.

Mitsuharu Mizuyama is a professor at Kyoto University of Education, Japan, where he has been employed since 1998, after teaching in junior high schools in Kyoto. He has been head of the Kyoto Universitys Education Center for Educational Research and Training since 2005. He also serves as a committee member of the Kyoto Environmental Education Center and the Kyoto Environment Council, working on measures against global warming. He has published books in Japanese on environmental education and on social studies in junior high school.

Fouad Moughrabi is Professor and head of the Department of Political Science at the University of Tennessee at Chattanooga and director of the Qattan Center for Educational Research and Development in Ramallah, Palestine.

Audrey Osier is Professor of Education and Director of the Centre for Citizenship and Human Rights Education at the University of Leeds, UK. Her publications include Changing Citizenship: Democracy and Inclusion in Education (Open University Press, 2005) co-written with Hugh Starkey. In 2007 she was a visiting scholar at the University of Washington in Seattle.

Farid Panjwani is Senior Instructor at the Institute for the Study of Muslim Civilisations of the Aga Khan University in London.

Marianna Papastephanou is Assistant Professor in the Department of Education, University of Cyprus. She completed her undergraduate studies at the University of Crete (Department of Philosophy and Social Studies 1992); graduate studies at the University of Cardiff, UK (PhD in Philosophy, 1996) and at Humboldt University, Berlin, Germany (1994). She has worked as [Page xv]a part-time Lecturer (1995-1996) and Associate Lecturer (1996-1997) at the University of Cardiff. Her research interests are: Modernism, Postmodernism and Philosophy of Education, Cognitive interests, Theories of Subjectivity, Language, Culture and the ensuing educational implications, and Social and Critical Theory of the Frankfurt School.

Lynne Parmenter works as a professor in the School of Culture, Media and Society of Waseda University, Tokyo, Japan. She has lived and worked in Japan for the past 14 years, teaching at high school and university levels. Her main research interest is in global citizenship education, and she also carries out research in the areas of foreign language education and comparative education policy.

Graham Pike is Professor and Dean of Education at the University of Prince Edward Island, Canada where he teaches global and international education. He has directed many projects in environmental education, global education and human rights education, in partnership with government and non-governmental organizations. As a consultant he has visited more than 20 countries, including substantial work for UNICEF on school improvement projects in the Middle East and Eastern Europe. He has written extensively on global education, including ten co-authored books for teachers. He is the 2006 winner of the Award for Innovation in International Education, given by the Canadian Bureau for International Education.

Murray Print is Director of the Centre for Research and Teaching in Civics and Professor of Education, University of Sydney. He is a recognized leader in Civic Education and Curriculum Development within Australia and internationally. He has directed many projects in civics including Values, Policy and Civics Education in the Asia-Pacific Region; Civics Education Assessment and Benchmarking; the Consortium Project in Civics and Citizenship Education; the first phase of the IEA International Civics Study; and most recently a major ARC-funded project on youth participation in democracy. He is Vice President of Civitas International, an international civic education organization.

Alan Reid is Professor of Education at the University of South Australia, and Director of the Concentration for Research in Education, Equity and Work (CREEW) in the Hawke Research Institute for Sustainable Societies. His research interests include educational policy, curriculum change, social justice and education, citizenship education and the history and politics of public education.

Alistair Ross is Professor of Education at London Metropolitan University, where he directs the Institute for Policy Studies in Education. He co-ordinates the Childrens Identity and Citizenship in Europe Erasmus Thematic network. His research interests are in social justice and equity in education, childrens social and political learning, teachers and their careers, and access to higher education.

Alan Sears is Professor of Social Studies Education and a member of the Citizenship Education Research and Development Group at the University of New Brunswick, Canada. He has been a social studies teacher for more than 25 years working at all levels from primary to graduate school. Professor Sears teaches undergraduate courses in social studies education and graduate courses in research methods and educational policy and regularly supervise PhD and MEd students. He has published widely in social studies and citizenship education and is the Chief Regional Editor for Canada for the journal, Citizenship Teaching and Learning.

[Page xvi]Daniel Schugurensky is Associate Professor in the Department of Adult Education and Counselling Psychology, University of Ontario, Canada.

Alan Smith is the UNESCO Chair in Education at University of Ulster (Coleraine) in Northern Ireland. He is currently the Director of the ESRC Values and Teacher Education Policy in Northern Ireland Project and leading the evaluation of the Introduction of Citizenship to the Curriculum in Northern Ireland for CCEA. He has undertaken numerous consultancies in the UK, Europe and internationally and published and lectured widely in the field of citizenship and human rights education.

Hugh Starkey is Reader of Education at the University of London Institute of Education. He has published widely on human rights education and intercultural education. He has acted as expert to and undertaken research for the Council of Europe, European Commission and UNESCO.

Vanita Sundaram is Lecturer in Education at the University of York. Her current area of research is students perceptions of fairness (equity). This includes how students learn and experience justice in different educational contexts, how these notions and experiences may differ between and within groups of students, and the link to perceptions of justice in a wider, societal context. Also of interest is the formation of gender and sexual identities in school and young peoples understanding of sexual rights as taught through the Citizenship curriculum.

Kazuya Taniguchi is a professor at Tohoku University, Japan.

Bernard Trafford has been Head of Wolverhampton Grammar School, UK, since 1990. From September 2008 he takes up the Headship of the Royal Grammar School, Newcastle upon Tyne. He is 2007/2008 Chairman of the Headmasters and Headmistresses Conference also Chair of Trustees of School Councils UK. He writes and speaks widely on school/student councils and childrens rights in education. He has recently been advising the UK government on Citizenship and Participation and has co-written a manual on the democratic governance of schools for the Council of Europe. His doctoral research charted the changes within his school as it adopted a democratic, power-sharing ethos.

Christine Twine has recently retired from her post as Education for Citizenship Development Officer for Learning and Teaching Scotland (LT Scotland) based in Glasgow. She has been closely involved in education for citizenship developments in Scotland over the past decade. She has overseen the production of numerous guidance and resources for all sectors of education and has been instrumental in bringing the Scottish Framework for Education for Citizenship to life. She has also contributed to a number of European collaborative projects concerning citizenship and human rights education.

Cynthia A. Tyson is an associate professor at Ohio State University, USA. Her research interests focus on the development of culturally relevant teaching and the use of childrens literature in early childhood social studies/civic education. She has worked as an educational consultant both nationally and internationally exploring frameworks for teaching for social justice. She has presented numerous papers at national and international meetings including NCSS and the affiliate College University Faculty Assembly (CUFA). Dr. Tyson is the Chair of the NCSS Social Justice Committee. She has scholarly work in Theory and Research in Social Education, [Page xvii]Social Education, Social Studies and the Young Learner, Educational Researcher and other books and journals.

Lew Zipin lectures in sociology and policy of education at the University of South Australia, where he is key researcher in the Centre for Studies of Literacy, Policy and Learning Culture within the Hawke Research Institute for Sustainable Societies. His research interests include critical theories of power in education; issues of policy, governance, work and ethics in schools and higher education, and education for social justice.