The article "What Kind of Citizen? The Politics of Educating for Democracy" by Joel Westheimer and Joseph Kahne explores the varying conceptions of citizenship and the political implications of education for democracy. The authors argue that while democracy is widely valued, the underlying beliefs and goals of educators and policymakers differ significantly. They identify three main conceptions of the "good" citizen: personally responsible, participatory, and justice-oriented. These conceptions are derived from both democratic theory and a two-year study of educational programs aimed at promoting democracy. The authors highlight that these conceptions reflect different beliefs about the capacities and commitments needed for democracy to thrive and have significant implications for pedagogy, curriculum, evaluation, and educational policy. They conclude that the political choices embedded in these conceptions have real consequences and that the interests of various groups deeply influence how efforts to educate for democracy are conceptualized, implemented, and studied. The article provides detailed examples of two programs—Madison County Youth in Public Service and Bayside Students for Justice—to illustrate the differences in their approaches and outcomes, emphasizing the need for more nuanced analyses of educational programs aimed at fostering democratic citizenship.The article "What Kind of Citizen? The Politics of Educating for Democracy" by Joel Westheimer and Joseph Kahne explores the varying conceptions of citizenship and the political implications of education for democracy. The authors argue that while democracy is widely valued, the underlying beliefs and goals of educators and policymakers differ significantly. They identify three main conceptions of the "good" citizen: personally responsible, participatory, and justice-oriented. These conceptions are derived from both democratic theory and a two-year study of educational programs aimed at promoting democracy. The authors highlight that these conceptions reflect different beliefs about the capacities and commitments needed for democracy to thrive and have significant implications for pedagogy, curriculum, evaluation, and educational policy. They conclude that the political choices embedded in these conceptions have real consequences and that the interests of various groups deeply influence how efforts to educate for democracy are conceptualized, implemented, and studied. The article provides detailed examples of two programs—Madison County Youth in Public Service and Bayside Students for Justice—to illustrate the differences in their approaches and outcomes, emphasizing the need for more nuanced analyses of educational programs aimed at fostering democratic citizenship.