This topical book examines the connections between theory and practice in citizenship learning. Focusing on the experiences and views of a range of citizens, many on the margins of society, the contributors explore the significance and impact of particular forms of educational policies and provision in peoples' lives and the role adult learning can play in the development of citizenship. Organised into three sections, the book provides a theoretical overview and a framework for understanding the links between learning and citizenship. This is followed by an exploration of the voices of different citizens as they seek to develop their lives and learning. The final section brings together theory and practice and identifies ten 'Propositions for Practice' in developing adult learning for citizenship, primarily in community contexts.

Contents
Acknowledgements
Introduction
Section I Issues
Chapter 1 Adult learning and citizenship: clearing the ground - Rennie Johnston
Chapter 2 Adult education and citizenship: a European perspective - Barbara Merrill
Chapter 3 Shaping the good citizen: politics and policy - Pam Coare
Chapter 4 Adult learning and citizenship: a framework for understanding and practice - Rennie Johnston
Section II Community voices
Chapter 5 A sense of belonging: asylum seekers, cultural difference and citizenship - Anne Bellis and Linda Morrice
Chapter 6 Ecological citizens or ecoterrorists? Learning through environmental activism in Clayoquot Sound - Niamh Moore
Chapter 7 Citizenship and regeneration: participation or incorporation? - Teresa M Cairns
Chapter 8 The many voices of the invisible citizen: disabled people speaking out - Ann-Marie Houghton
Chapter 9 No limits: perspectives on citizenship and learning from 'excluded' young people - Steve Dorney and Annabel Hodgson
Chapter 10 Citizens, the environment and scientific literacy - Margaret Pilkington
Chapter 11 Practising what we preach: internal democracy and citizenship in adult education - Juliet Merrifield
Section III Reflections on theory, policy and practice
Chapter 12 Reviewing the framework - Rennie Johnston and Pam Coare
Chapter 13 Reflecting on 'voices' - Rennie Johnston and Pam Coare
Chapter 14 The role of the adult educator - Pam Coare and Rennie Johnston
Contributors
Notes
Index