Table of Contents

Foreword Preface Acknowledgements

1. The Challenge of Learning to Live Together

2. Civilisation and Culture in Education

3. Patriotism and Nationalism in Education

4. Globalisation and Education

5. Localism in Education

6. Interpersonal Relations in Education

7. The Individual in Education

8. Media and Civic Education

9. Rethinking Civic Education

10. Conclusion

Index

About the Author

Liz Jackson is an Associate Professor of Philosophy of Education at the University of Hong Kong. She is President of the Philosophy of Education Society of Australasia and Director of the Comparative Education Research Centre at the University of Hong Kong.

Reviews

'Questioning Allegiance is a capacious examination of the role of education in helping people to live together well in multiple spatial and geographical contexts. Jackson makes a finely wrought, crucial contribution for our ambivalent ever-localizing and ever-globalizing time.' - Cris Mayo, Professor in Women's and Gender Studies, West Virginia University, USA.

'In her new book Questioning Allegiance philosopher Liz Jackson attempts to relocate civic education (the subtitle), arguing that most social learning about global issues already takes place outside the school and programs of civic education. Jackson explores how young people are learning about themselves and how to live together in different and sometimes competing overlapping contexts from the local to the global. She explores the implications for a different conception for civic education and for curriculum and teaching. A revealing analysis and useful book that is highly recommended.' - Michael A. Peters, Distinguished Professor of Education, Beijing Normal University, China.

'Jackson's book is a major contribution to the theoretical literature on civic education. Her impressive breadth of scholarship and her personal experience of education on several different continents shine through the text. Her position on education for allegiance is carefully worked out, persuasively argued and boldly expressed: it invites civic educators around the world to think again about what they are trying to achieve. It has another quality too, one that is all too rare in educational theory and yet of the first importance for the improvement of educational practice: it is unassailably correct.' - Michael Hand, Professor of Philosophy of Education, University of Birmingham, UK.