Call for papers. Journal Foro de Educación (2016). V.14. nº 20.

Many education systems are reviewing the model of citizenship education that they have been developing lately. Furthermore, its practices and ways of claiming citizenship are being analyzed to find answers to the features and challenges of the XXI century.

Events such as globalization and multiculturalism are phenomena increasingly rooted in our societies. They are generating changing social scenarios under different unprecedented demands. These new realities promote emerging social practices that should be the object of analysis and reflection in order to understand their implications for social and cultural development of modern societies. We are witnessing a new social framework in which people as a group increasingly take on the challenge of being actors in their own lives, displaying their commitment to build a more just world through participation. Motivated by this purpose, an awareness to make the most of the social and cultural achievement is appreciated, as support to build a shared social project suitable for current requirements.

In this context, the concept of citizenship is being revised and it has started to receive a series of adjectives (active, global, digital, transformative, critical, participatory...) attempting to deepen the sense that citizen practice has in our days. A good example of this is the emergence of a social demand inspired by the creation of the right conditions for the exercise of citizenship, a matter which education systems are challenged to face so as to train in citizenship as a path to further deepening and extension of democracy. In this regard, it is expected that new research and practices of citizenship education are being conceived.

Therefore, this special issue arises under the title: "Citizenship Education: meaning and experiences." It is a special issue aimed to update the meaning of citizenship education in our societies as a reference point for the study of the various policies on such concern promoted by national and supranational institutions. It also attempts to provide an overview of those lines of research related to this subject as well as practical experiences of citizenship education both inside and outside schools.

All researchers are invited to collaborate in this monograph. Guest editor: Francisco Javier Ramos Pardo (Universidad de Castilla-La Mancha. España/Spain)

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