The Impact of Civic Education on the Citizenship of Romanian Youth

Abstract

This paper discusses the contribution of the public system of citizenship education to the development of civic attitudes of the youth in post-communist Romania. As one of the goals of the state is to create “good citizens”, there is a discipline called Civic culture in the compulsory system of education. However, the fact that the discipline lacks consistency determines young people not to manifest the desired civic attitudes, as shown in public surveys targeted on youth. Therefore, the paper discusses the failure of the state to develop “good citizenship” through citizenship education.

Full text

Journal of Social Science Education
Volume 12, Number 4
© JSSE 2013
23
Emilian Colceru
The Impact of Civic Education on the Citizenship of Romanian Youth
Citizenship education has become recently a to-
pic of research for academics (see for instance
Heater 2004). Various papers discuss the state of
this subject in Romania in the context of post-
communism (Bunescu et al 1999, Birzea 2002,
Freyberg-Inan & Cristescu 2006, Mincu 2009). The
contribution of this paper to the general research on
the topic is given by the attempt to make a link
between the system of citizenship education and
sociological surveys in contemporary Romania.
The success of disciplines on civic education can
be measured through the attitudes shown by stu-
dents in sociological surveys (polls of opinion). The
hypothesis of this research is that a weak civic
education system could be an explanation for the
failure of the state to forge a population which
shows the required features of “good citizenship”.
The paper will attempt to determine if this hypo-
thesis applies in present-day Romania.
2 Being a “good citizen” in communist and post-
communist Romania
During the period Romania has been subjected to
the communist regime (1948-1989), the goal of the
state was to create a “new person”, whose model
originates from the Soviet Union. According to the
official ideology, the new communist man is interes-
ted in constantly improving his own performances,
as well as the well-being of society. He is charac-
terized by the will to work (out of pleasure, not out
of obligation) and intellectual self-improvement.
With the aid of the propaganda system, people
were exposed throughout their life to communist
ideology, which was bound to transform them into
new persons. Starting with childhood, education
system involved children in organizations (such as
the Pioneers) in which they received teachings on
socialist society. Once involved in the field of work,
they became responsible for the fate of Socialist
Romania. Their responsibility was put into practice
by involvement in mass organizations (Syndicates),
even the Party, by collaborating with the structures
of direction of the state (Party activist, agent of the
political police), by its determination to defend the
country in front of external menace (since 1978
there was a high-school subject called Preparing the
Youth for Defending the Country – PTAP; adults
were integrated in formations of civil defense).
The desired model of citizen was, to the limit, a
combination between Pavel Morozov (the adolescent
1 Introduction: “good citizenship” acquired
through state education
Being “a good citizen” throughout the world is a
matter of the relationship between each state and its
population (Ricci 2004). State policies are important
in determining the quality and features of citizen-
ship. Amongst these policies, most important are
those regarding the field of education (Ramirez & Boli
1987).
The quality of citizen is earned when fulfilling a
series of conditions, which are well codified by laws
(e.g. in Romania, according to law 21/1991,
Romanian citizenship is granted by birth, adoption or
at request).
There is, nevertheless, a difference between being
a simple citizen and being “a good citizen”, as the
latter is subjective. There is no law that defines “good
citizenship”. This concept varies, as it is an answer to
the expectations of the state regarding its citizens.
Each state has its own policy regarding its citizens
and each state perceives the quality of “good citizen”
in a specific manner. It is, thus, obvious that being “a
good citizen” varies according to the political regime
of each state. For instance, a good citizen in a
communist regime is different than a good citizen in
a democracy.
The construction of the idea of “good citizen” is
made throughout state policies. Primarily it is made
through the system of compulsory education. The
system itself is conceived following a model of
“educational ideal” that must be applied to the
children that grow up to be citizens. Thus, education
creates behavioral patterns for the population.
We start from the premise that this certain notion
of “good citizenship” is inflicted by the state to the
population through the system of public and
compulsory education. As it is an ideal followed by
the state, it should, in the eyes of the state,
determine a desirable behavior of its citizens. This is
the type of “good citizenship” that will be discussed
throughout the paper.
Emilian Colceru, PhD in Political Science, University
of Bucharest and in Sociology, University of Paris X -
Nanterre. Str. Schitului nr. 2, bl. 6B1, sc. 2, ap. 30,
sector 3, 032043, Bucharest
email: ecolceru@yahoo.com
This paper discusses the contribution of the public system of citizenship education to the development of
civic attitudes of the youth in post-communist Romania. As one of the goals of the state is to create “good
citizens”, there is a discipline called Civic culture in the compulsory system of education. However, the fact that
the discipline lacks consistency determines young people not to manifest the desired civic attitudes, as shown
in public surveys targeted on youth. Therefore, the paper discusses the failure of the state to develop “good
citizenship” through citizenship education.
Keywords
civic education, Romania, post-communism, youth

Journal of Social Science Education
Volume 12, Number 4
© JSSE 2013
24
who denounced his father) and Alexey Stakhanov
(the worker that constantly exceeded production tar-
gets). This ideal has never, fortunately, been accom-
plished.
In fact, the process of social engineering attempt-
ed by the communist regime never succeeded, as it
only accomplished the forging of a different type of
“new person” than the one officially desired. The
new person during the communist regime was fami-
liarized with the “double language” (the difference
between what is said and what is thought) and did
not show a real interest in work or socialist compe-
tition.
Nevertheless, despite the extreme cases afore-
mentioned, it must be said that most of the requests
of the regime on the population (e.g. keep clean, do
not throw garbage on the streets etc.) were simply
of common sense. In fact, the “socialist” model of
education did not contradict with any other model of
education known through-out the world (see
Ramirez & Meyer 2002). The difference would be
that this model was enforced with a power of coer-
cion that would not be possible after 1989.
The democratic regime that followed gave citizens
their rights and liberties (as mentioned by the
Constitution of 1991), but also kept some of their
duties (Title III, chapter 4 of the Constitution on the
Fundamental duties mentions fidelity towards the
country, defense of the country, financial contri-
butions and the exercise of rights and liberties with
good-will, without violating the rights and liberties
of the others).
Living in a democratic society meant the disappe-
arance of the coercion system that dominated
throughout the communist regime. This and the lack
of a general vision regarding citizenship have crea-
ted an atmosphere of incertitude regarding the
“good citizen” behavior. Communist propaganda
which was highly developed and offered people “the
right vision” concerning their behavior was left
aside, as it was hardly replaced by any vision at all.
In the following sections we will try to analyze the
system of compulsory civic education in present-day
Romania (section 3) and the civic attitudes of the
Romanian youth (section 4) as to understand if there
is a determination between the two.
3 Civic education in Romania
Regime change in Romania also favored a change
in the approach of civic education, reintegrating
Romania to a global trend which meant the passing
from nation-based education to a more globalised
vision of citizenship (see Shafir & Brysk 2006). The
discipline’s study opened to new themes, such as
the treatment of human rights from a global pers-
pective (Ramirez & Mayer 2012). This new approach
in contents was intended to be complemented by a
new approach in the methods of teaching the
discipline. The authoritarian approach would be
replaced with an egalitarian one, focusing on acqui-
ring skills and competences instead of simple
information (Bromley et al. 2011).
The compulsory system of education in Romania
includes a discipline called Civic culture, studied in
the last two years of junior secondary school (appro-
ximately at the age of 12 to 14), one hour / week (it
can be extended to two hours / week). According to
the curriculum,
“through the discipline Civic culture, civic
education of students, initiated in the primary
education, is continued and deepened, regarding
the practice of a civic behavior in a democratic
society, defined through democratic values and
principles, through democratic practices and
through active citizenship” (Consiliul Național
pentru Curriculum 2008, 3).
The Civic culture curriculum is based on a series of
values and attitudes that the students should interi-
orize through its study:
“respect towards the dignity and the rights of
human, towards the Constitution and laws; tole-
rance and respect towards persons and groups
that support different values, opinions and be-
liefs; self-confidence and trust in the others;
inclination towards dialogue, positive relation-
ships with the others and cooperation; assuming
responsibility for his own actions and the
responsibilities of all citizens; critical and flexible
thinking; equality in front of the law; freedom of
expression, of opinions, of conscience; civic
involvement in the life of the community, active
citizenship” (Consiliul National pentru Curriculum
2008, 11).
After the study of this discipline, students should
acquire a series of competences, such as:
“using the concepts specific to social sciences to
organize the demarches of knowing and explain-
ing facts, events, processes from real life; apply-
ing the knowledge specific to social sciences in
solving problem-situation, as well as in analyzing
opportunities for self development; cooperating
with the others in solving theoretical and practical
problems, within different groups; manifesting an
active and responsible social behavior, adequate
to a changing social and political climate; parti-
cipating in decision-making and in resolving
community problems” (Consiliul National pentru
Curriculum 2008, 5).
Leaving aside the issue of the wooden language
specific to this kind of educational documents, we
can see that the intentions of this curriculum are
noble. However, the competences required from stu-
dents after the accomplishment of the study are
somehow vague, as they are competences specific to
all disciplines of the area Human and society, inclu-
ding history or geography. In fact, it is through the
subjects of the discipline and to the practice of the
study that we can measure the success rate of study-
ing the discipline.
In 7th grade (ages 12-13), the curriculum proposes
three great subjects to be treated. The first one, Life
in society, discusses Being a person: uniqueness and
dignity of humans; Man as a social being (Group
attitudes and interpersonal relationships; Family as a
social group; Local, national and international com-
munity); Human rights. The longest subject (in term
of number of hours dedicated) studied is Political

Journal of Social Science Education
Volume 12, Number 4
© JSSE 2013
25
system in Romania, which covers Modern states and
constitutions; The Constitution of Romania, Democr-
atic institutions and practices (Separation of powers,
Authorities of the Romanian state). The final subject
is Relationship between citizen and state: power of
public opinion and force of the individual; it includes
Active citizenship and democratic practices (The
right to association; Political parties; Civil society,
citizen initiatives and NGOs; Elections and voting),
Mass-media and public opinion.
The curriculum for the 8th grade (ages 13-14) is
more abstract. It deals with a series of principles that
are explained to students in five great chapters:
Authority, including the relationship between citizens
and state authorities; Liberty and responsibility,
including the relationship between liberty and the
respect for the law, citizen involvement and
responsibility; Justice and equality, including Justice
as institution of defense and making of right and
Equality of chances, equality in front of the law;
Property, including The right to property; Public and
private property and market economy; Patriotism,
including Local, national and European identity and
Alterations of patriotism – xenophobia, chauvinism,
demagogy.
When looking at these contents, we can observe
that the relationship between citizen and state
authorities is emphasized. The first subject in the
second year of study is entitled Authority, dealing
with the right way of relating to the institutions of
the state. The second subject reminds students that
Liberty comes only with Responsibility. The third
chapter is somehow interesting: Justice and Equality
are put together as if one of them originates in the
other. Finally, at the end of studying Civic culture,
students learn how to be patriotic.
Another interesting fact is that some of the issues
from the curriculum appear in italics, as to be
studied only if the discipline is extended (two hours
/ week instead of only one hour, which is the
average). The choice of these issues that exist in the
curriculum but are not to be studied normally speaks
for itself. Amongst them, Civil insubordination,
Participating of citizens in decision-making, prejudi-
ces and stereotypes in the first year of study, Conse-
quences of the lack or excess of authority, juvenile
delinquency, Alterations of patriotism in the second
year of study.
The textbooks of the discipline (according to the
law of education, there can be more than one
textbook for the disciplines in a year of study, if they
pass the evaluation of the ministry) are generally fair,
well designed, containing the subject descriptions,
as well as exercises. One of them in particular
(Nedelcu & Morar 2005) provides more information,
as well as text excerpts, but lacks practical exercises.
Another series of manuals (Georgescu & Ștefănescu
2003a, 2003b) emphasizes on practical exercises,
but also has more content information. The choice of
the authors regarding images is interesting: they
have chosen to illustrate the content through
caricatures made by Ion Barbu, one of the most
appreciated artists in contemporary Romania.
In fact, the real issue to be discussed is whether
students are prepared to process this kind of
abstract information at such a young age. Some of
the issues taught may be too hard to understand or
to retain. It is, certainly, beneficent that students are
familiarized with these issues at a young age. How-
ever, the practice of teaching reveals a generally low
interest of students in the discipline. It is regarded as
a less important one (together with artistic educa-
tion, music or technologic education) in contrast with
the “highly important disciplines” such as literature,
mathematics, history or geography. Another bother-
ing fact regarding the practice of the discipline is
that most teachers are either history or social
sciences teachers; there aren’t teachers specialized
in teaching only Civic culture, which means that their
interest in teaching this discipline is also quite low.
One of the most concerning problems of this
matter in the educational system in Romania is that
there is not such a discipline in theoretical high-
school (higher secondary education). Students that
follow high-schools are, instead, taught social scien-
ces, such as Logic, Psychology, Economy and
Philosophy. Some of the issues discussed previously
at the discipline of Civic culture appear, certainly, in
the study of social sciences, but not as a coherent,
integral set of knowledge. At an age that would be
more suitable for a discipline as such, it is inexistent.
History and social sciences teachers attempt to
cover this lack of the official curriculum, but they are
constrained by their own discipline’s contents.
Having studied Civic culture only for two years, at a
very young age, students are not familiarized in
high-school with the set of knowledge that would
allow them to be educated citizens.
It would appear that the case is better in
technological high-schools, as there is a discipline,
called Civic and entrepreneurial culture in the first
two years (9th and 10th grade, at the age of 14 to
16), which has the intention to replace social scien-
ces, not studied in the technological education sys-
tem. However, this discipline focuses more on econo-
mical, rather than civic issues. The contents of the
curriculum (Consiliul Național pentru Curriculum
2004a, 2004b) include an introduction to social
sciences in the first chapter, Individual and society,
which includes Relationship between individual and
the democratic society; Individual exercising the
quality of citizen; Rights and responsibility in society
and the discussion on the political system of
Romania in the second chapter, Democratic institu-
tions and practices, including Relationship between
citizen and governmental institutions/ NGO’s and
Electoral system and voting procedure. From the
third chapter on, the curriculum focuses on
entrepreneurial education: Individual as consumer
and entrepreneur, Initiating and maintaining a
business, Business ethics, Risks and success in
business.
As the discipline’s reason of existence is to give
students the basis of social education, the practice of
teaching the discipline shows that it hardly
accomplishes its goal. The students are more
oriented to technological education, this discipline

Journal of Social Science Education
Volume 12, Number 4
© JSSE 2013
26
coming somehow as an unnecessary burden for
them. The discipline is taught by social sciences tea-
chers which show less interest in the act of teaching.
The situation is somehow similar to lower secondary
education, but accentuated by the fact that every-
body perceives the discipline as being useless.
It would appear, despite the lacks aforemen-
tioned, that the state has fulfilled its “duty” to im-
pose civic education to its young generation. The
next section will discuss whether the youth of
Romania acquires the civic attitudes desired by the
state.
4 Civic attitudes of Romanian youth
In describing student’s perception of citizenship
in post-communism we base our research on two
studies. The first one was conducted at the request
of the Soros foundation and was published in
December 2010 under the name Civic and political
involvement of youth (Fundația Soros România
2010). The other one was conducted by Institutul de
Marketing și Sondaje (Institute for Marketing and
Polls, from now on called IMAS) in November -
December 2011, on Civic activism and attitudes
towards protest amongst Romanian youth (IMAS
2011). Both studies are based on surveys targeting
young people (Soros involves highs-school students
aged 14 to 18, IMAS involves students in high-school
and the University) and the results are quite similar.
In both cases students are unsatisfied with
Romania: 38% are not proud to be Romanian, as
opposed to 10% of the adult population (Fundația
Soros România 2010, 10). 74% believe that Romania
is going in a wrong direction (IMAS 2011, 27). 26%
consider that the democratic system is not good for
Romania (as opposed to 16% of the adult population)
and 40% would rather Romania be ruled by a military
regime, as opposed to only 26% of the adults
(Fundația Soros România 2010, 15). The proportion
of students that trust a military regime is higher at
technological schools (47%) than theoretical high-
schools (34%). This could show that the subjects
involving patriotism in civic education are not
convincing enough for students. They tend to base
their opinion on democracy more on the surroun-
ding environment (media, family and friends) than
the disciplines studied in class.
Authoritarian institutions, based on strict
hierarchies are more trusted than democratic institu-
tions. According to the IMAS research, students trust
the army (69%) and the church (53%). There is a high
rate of trust in the European institutions (58%) that
could be explained by the recent admission of
Romania in the EU. 29% trust the NGOs, 38% the
education system, 35% the Police, 30% the justice
system and 22% mass-media. The least credited are
political institutions: only 5% trust the Presidency, 3%
the Government, 2% the Parliament and 2% political
parties (IMAS 2011, 27). In the Soros study, the
church (82%), the army (59%) and the police (52%)
are the most trusted institutions. Half of the
respondents (50%) trust the education system and
39% the justice system. The Presidency is trusted by
17%, the Government by 10%, the Parliament by 9%
and the political parties by 13% of the respondents.
Surprisingly, in this poll mass-media is one of the
least trusted: only 14% of the responses trust the
press (Fundația Soros România 2010, 24). These
results are in total contradiction with the vision
promoted by the subjects of the Civic culture
discipline, which emphasizes on democratic institu-
tions rather than the army and the church.
Only 19% of the high-school students are very
satisfied or satisfied by the functioning of demo-
cracy, as opposed to 41% of the adult population
(Fundația Soros România 2010, 19). The percent
decreases as students grow: if 26% of the students
aged 14 are satisfied with democracy, only 13% of
the students aged 18 agree. The result is similar
when discussing the ancient regime: an average of
38% consider that the communist period was better
than the present, but no less than 43% of the
students aged 18 (Fundația Soros România 2010,
65). This is another example of the youth’s
radicalism as opposed to the subjects they are
supposed to be familiarized in school, not only
through Civic culture, but also through the discipline
of History.
When it comes to civic attitudes and involvement,
interest in politics is not necessarily important in
being “a good citizen”. The IMAS study has a
qualitative component, focused on University
students, which reveals the following attitudes:
young people do not speak of politics when they
socialize, as they avoid confronting their political
options; they are more interested in NGO activity that
the process of government; they consider that civic
involvement does not include a political dimension,
with the exception of voting; for them, social
activism means mainly charity and environmental
actions; their involvement in student organizations is
not mainly intended to defend the rights of the
students, as it is to promote other kinds of activities;
if the students are involved in political parties, this
involvement has more of a practical dimension,
which does not contribute to developing abilities of
civic participation (IMAS 2011, 12-23).
Thus, political dimension seems not to be impor-
tant in defining civic involvement or the concept of
“good citizen” (IMAS 2011, 16)1. Speaking in per-
cents, 40% of the IMAS respondents could not define
the term “civic involvement” (IMAS 2011, 31). As for
the Soros study, it notices that, as high-school
students grow up, the idea of “good citizen” implies
less a political dimension than a social one (Fundația
Soros România 2010, 36)2.
According to the Soros study, for students, a
“good citizen” is mostly the one who obeys the law,
for 88% of the respondents (Fundația Soros România
2010, 33). Also, a “good citizen” votes (65%) and is
politically informed (55%). For less than half of the
respondents, a “good citizen” discusses politics (33%)
or involves in politics (21%). Observing the law is
crucial in being “a good citizen” for 33% of
respondents of the IMAS research. 82% consider that
if they were involved in the field of fighting for the
human rights they would be “good citizens”.

Journal of Social Science Education
Volume 12, Number 4
© JSSE 2013
27
Nevertheless, only 13% are members of any
organization, either NGO or political party (IMAS
2011, 29-37). These results show a vision on “good
citizenship” which is more likely inherited from the
Communist period (through family and media) than
pointed out in present-day schools: being faithful to
the country rather than showing concern for politics.
This analysis of these two studies leads to
somehow worrying conclusions. Students tend to be
more intolerant than grown-ups, as the percentage of
those who do not agree with the democratic regime is
higher. Their level of intolerance increases in function
of two factors: their field of study and their age.
Students that attend technological education are
more oriented towards an authoritarian regime than
students that attend theoretical high-school. Students
aged 18 are less satisfied with democracy and tend to
regret the communist period (which they did not
experience personally) more than students aged 14.
There is a high ratio of intolerance towards
minorities, of any kind. Students show adversity to
ethnic minorities (especially Roma people, but also
Hungarians), to religious minorities (such as
Muslims), to sexual minorities (such as homosexu-
als), to people suffering from AIDS. Reminiscences
from the past of the XXth century can be detected: one
third of the students show adversity towards the Jews
who cannot be found in Romanian society of our
days.
The student’s attitude towards citizenship is
confused. They cannot define the concept of “good
citizen” or “civic involvement”. They perceive “good
citizenship” as a feature that obeys the rule of the
state (respecting the law, voting). However, they are
not interested in being politically involved. We can
find here more reminiscence from the communist
regime: students do not tend to consider the action of
protest as an important feature of citizenship.
There are multiple reasons for these attitudes.
Dissatisfaction towards the state of the Romanian
society is, certainly, a primary issue and it can lead to
civic disengagement (as shown by Snell 2010). At
their age, young people tend to be more radical than
the grown-ups, which can explain their inclination
towards authoritarianism. Reminiscences from the
communist period, either translated to them by their
parents or simply collected from society, can also
explain their lack of interest towards politics. Ano-
ther explanation comes from the change of the
society that young people face (e.g. the informational
and technological evolutions, see Lupia and Philpot
2005).
All these issues should have been dealt with in
school. The fact that students, just after finishing the
study of civic education, express the opinions
mentioned above is an indication of the failure of the
discipline to inflict the kind of attitudes requested by
the curriculum and thus desired by the state. When it
comes to the teacher-student relationship, these
responses may suggest that teaching civic education
does not yet follow the global trend to a student-
centered and participatory pedagogy which would
determine more tolerant attitudes (as shown by
Torney-Purta & Schwille 1986).
5 Conclusions: failure of the state to develop
“good citizenship”?
The contradiction between “good citizenship” as
outlined by civic education curriculum of the public
education and the attitudes shown by young people
in sociological surveys originate in more than one
determinant. The explanations for this contradiction
can be attributed either to 1) society, 2) the state, or
3) public citizenship education.
Most of the studies which have treated civic
education and its problems have focused on (1)
social factors, such as the post-communist state of
transition in terms of mentality, economics or cultu-
ral gaps. This paper suggests an explanation of the
difference between what is desired and what is
acquired focusing mostly on the bad policies of the
state in the field of civic education.
Basically, the failure of the state to develop “good
citizenship” behaviors to its youth can be credited
mostly on (2) the state itself, as it shows a notable
difference between theory and practice regarding
civic behaviors. Students are subjected to various
types of information from society (in media, in the
local community, even in school) that outlines the
weakness of the state, the same state that demands
them to be “good citizens”. The fact that civic
education is promoted only verbally from the top
generates a rejection of its discourse at the bottom.
The other issue to be taken into consideration is
(3) the lack of consistence of the discipline Civic
culture. As opposed to the communist period, when
students were openly required to obey the rules of
the state, civic education in present-day Romania, as
shown by the contents of the curriculum, is a mix of
requirements to submission (such as submission to
state authority) and rules of participatory democracy
(such as free speech and civil insubordination). This
contradiction makes the discipline less credible and
therefore contributes to its failure.
References
Birzea, César. 2002. “Education policy in Education
for Democratic Citizenship and the Management
of Diversity Policy in South East Europe.
Stocktaking Research Project Country Report:
ROMANIA”
Bromley, Patricia; Meyer, John W.; Ramirez, Francisco
O. 2011. “Student-Centeredness in Social Science
Textbooks, 1970-2008: A Cross-National Study”,
in: Social Forces, Vol. 90, No. 2, 547–570.
Bunescu, Gheorghe; Stan, Emil; Albu, Gabriel; Badea,
Dan, Oprica, Octavian. 1999. “Cohesion and
Diversity in National Identity: Civic Education in
Romania”, 505–522, in: Civic Education Across
Countries: Twenty-four National Case Studies from
the IEA Civic Education Project, edited by Judith
Torney-Purta, John Schwille, and Jo-Ann Amadeo.
Amsterdam: IEA Secretariat.

Journal of Social Science Education
Volume 12, Number 4
© JSSE 2013
28
Endnotes
1The study’s theoretical premises are based on the 1950 classic
work of T.H. Marshall, which separates “citizenship” into three dimen-
sions: civil (the rights necessary for assuring individual liberty), poli-
tical (the right to participate to the exercise of political power) and
social (the whole sphere of rights, from the right to welfare and
security to the right to a civilized life) – cf. IMAS 2011, p 16.
2The study defines “social involvement” as participating to actions
in the field of supporting the other citizens (promotion of rights,
social volunteering, environmental actions, protest against an
incorrect law) and “political involvement” as acquiring information
and discussing on political issues, respecting the factors of power,
quality of member in a political party and participating to the vote –
cf. Mircea Comșa, “’Bunul cetățean’ și avatarurile sale” (‘Good Citizen’
and its Avatars), in Fundația Soros România, 2010, p 34.
Consiliul Național pentru Curriculum. 2004a.
Programă şcolarăla disciplina Culturăcivică/
antreprenorială, clasa a IX-a, şcoala de arte şi
meserii (School Curriculum for Civic/ Entrepre-
neurial Culture, 9th Grade), Bucharest: Ministerul
Educației, Cercetării șiTineretului.
Consiliul Național pentru Curriculum. 2004b.
Programă şcolarăla disciplina Culturăcivică/
antreprenorială, clasa a X-a, şcoala de arte şi
meserii (School Curriculum for Civic/ Entrepre-
neurial Culture, 10th Grade) , Bucharest: Ministerul
Educației, Cercetării șiTineretului.
Consiliul Național pentru Curriculum. 2008.
Programășcolarărevizuită. Cultura Civică. Clasele a
VII-a – a VIII-a (Revised School Curriculum. Civic
Culture. 7th and 8th Grades), Bucharest: Ministerul
Educației, Cercetării șiTineretului.
Freyberg-Inan, Annette, Cristescu, Radu. 2006. The
Ghosts in Our Classrooms, or John Dewey meets
Ceausescu. The Promise and the Failures of Civic
Education in Romania. Stuttgart: Ibidem Verlag.
Fundația Soros Romania. 2010. Implicarea civicăși
politicăa tinerilor (Civic and Political Involvement
of Youth), Constanța: Dobrogea.
Georgescu, Dakmara; Ștefănescu, Doina-Olga. 2003a.
Culturăcivică. Manual pentru clasa a 7-a (Civic
Culture. 7th Grade Manual), București: Humanitas.
Georgescu, Dakmara; Ștefănescu, Doina-Olga. 2003b.
Culturăcivică. Manual pentru clasa a 8-a (Civic
Culture. 8th Grade Manual), București: Humanitas.
Heater, Derek. 2004. A History of Education for
Citizenship. London: Routledge Falmer.
IMAS. 2011. Activism civic șiatitudini fațăde protest
în rândul tinerilor din România (Civic Activism and
Attitudes towards Protest amongst Romanian
Youth).
Lupia, A.; Philpot, T. S.; 2005. “Views from inside the
net: How websites affect young adults’ political
interest”, The Journal of Politics, Vol. 67, 1122-
1142.
Marshall, Thomas Humphrey. 1950. Citizenship and
Social Class, and Other Essays. Cambridge:
Cambridge University Press.
Mincu, Monica E. 2009. “Myth, Rhetoric, and Ideology
in Eastern European Education. Schools and
Citizenship in Hungary, Poland, and Romania”, in:
European Education Vol. 41, No. 1, 55–78.
Nedelcu, Elena; Morar, Ecaterina. 2005. Cultură
civică. Manual pentru clasa a 7-a (Civic Culture. 7th
Grade Manual), București: All.
Ramirez, Francisco O.; Boli, John. 1987. “The Political
Construction of Mass Schooling: European Origins
and Worldwide Institutionalization”, in: Sociology of
Education, Vol. 60, No. 1, 2–17.
Ramirez, Francisco O.; Meyer, John W. 2002.
“National Curricula: World Models and Historical
Legacies”, pp. 91–107, in: Internationalisation:
Comparing Educational Systems and Semantics,
edited by Marcelo Caruso and Heinz-Elmar
Tenorth. Frankfurt am Main: Peter Lang.
Ramirez, Francisco O.; Meyer, John W. 2012. “Toward
Post-National Societies and Global Citizenship”,
Multicultural Education Review, Vol. 4, No. 1, 1–28.
Ricci, David M. 2004. Good citizenship in America,
New York: Cambridge University Press.
Shafir, Gershon; Brysk, Alison. 2006. “The
Globalization of Rights: From Citizenship to
Human Rights”, Citizenship Studies, Vol. 10, No. 3,
275–287.
Snell, Patricia. 2010. “Emerging Adult Civic and
Political Disengagement: A Longitudinal Analysis
of Lack of Involvement With Politics”, Journal of
Adolescent Research March 2010, Vol. 25, 258-
287.
Torney-Purta, Judith, Schwille, John. 1986. “Civic
Values Learned in School: Policy and Practice in
Industrialized Nations”, Comparative Education
Review, Vol. 30, No. 1, 30–49.