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This paper presents the main goals and themes, as well as a critical analysis, of an ambitious new reform of Mexico’s secondary-level program for civic education. It begins with a brief historical review of the modern Mexican secondary school, as well as a thematic analysis of the new published curriculum and study program, which puts heavy emphasis on the development of democratic citizenship skills and habits. The paper then draws on interview research to highlight some of the challenges that national and local actors have identified for the program’s successful implementation. Because the new program espouses a progressive democratic pedagogy in the absence of a supportive democratic political culture, an appropriate structure of school governance, or adequate training for in-service teachers, many actors expressed skepticism about whether the reform could meaningfully take hold. [Copyright &y& Elsevier]

Abstract: After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students’ textbooks, teachers’ guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens. [Copyright &y& Elsevier]

• Art education is effective in social-emotional learning in a non-western context. • Art education creates a space for reflection and expression in emotional learning. • Art education creates a space for interaction and collaboration in social learning. • Art can be a tool for the empowerment of those in a marginalized remote area. • Collaboration between insiders and outsiders adds values to research. Students' social-emotional capacities are crucial to their civic development, and art is known as a meaningful pedagogy of social-emotional learning. However, the previous studies were mostly conducted in western societies and have rarely done in emerging democratic societies like Kenya. Given Kenya's educational reform agendas for the sustainable development of society and its citizens, it is necessary to explore pedagogies that contribute to the fulfilment of social demands. This paper examines, by a quasi-experiment case study using a mixed-method, the effects of art education in social-emotional learning of primary school students in a rural village of Kenya. Based on a collaboration between insiders and outsiders of the village, it also reveals appropriate approaches to art education given the social context. [ABSTRACT FROM AUTHOR]