Since the birth of the republic, the aim of social education has been to prepare citizens for participation in democracy. In the twentieth century, theories about what constitutes good citizenship and who gets full citizenship in the civic polity changed dramatically. In this book, contributors with backgrounds in history of education, educational foundations, educational leadership, and social studies education consider how social education - inside and outside school - has responded to the needs of a society in which the nature and prerogatives of citizenship continue to be contentious issues.

«This is an outstanding, wide-ranging collection that addresses virtually every significant issue within the social education field. It makes two particularly unique contributions: it approaches social education from a decidedly (and necessarily) broadened perspective, detailing the complexity of a 'range of activities, agents, and issues', both inside and outside the public school classroom; and, with a scope that begins in 1893 and ends in the early twenty-first century, it does so by situating each topic within the evolving historical and social contexts that shaped it. Enjoyable and provocative to read, this comprehensive volume has the potential to significantly revitalize scholarship in the social education field.» (Kenneth Teitelbaum, Professor and Chair of Education, Kent State University, Ohio)
«This enlightening and useful collection of essays provides an historical panorama of the key developments shaping social studies education in the twentieth century.» (Kathleen Weiler, Professor of Education, Tufts University)
«This new book is a much-needed addition to the history of the social studies in American schools. This book offers practitioners and scholars impressively researched and deftly written accounts and interpretations that extend understanding of some important elements of rhetoric and of a few practices of the field mainly during the twentieth century. These explorations, furthermore, display the high quality of scholarship that the field must continue to expect.» (O. L. Davis, Catherine Mae Parker Centennial Professor of Curriculum and Instruction, University of Texas, Austin)

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