After nearly a decade of political polarization and deepening conflicts, Thailand is embarking on yet another cycle of reform and democratization project. While one of the proposed reform and democratizing strategies is to strengthen civic education curriculum and value inculcation, there has been a limited critical understanding on how schools-as important sites for political and cultural socialization-play a role in contributing toward or hindering the construction of citizens for a democracy. This qualitative study examines citizenship learning that takes place through school routines, system, and structure in a 'democratic' and an alternative Thai school and the implications for the development of democratic citizens. Findings suggest that civic/citizenship education embedded in everyday's school practices follows a traditional conception of good citizen and thus provides limited condition for participatory and thoughtful citizenship.

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EDUCATING ‘GOOD’ CITIZENS IN A GLOBALISING WORLD FOR THE TWENTY-FIRST CENTURY, MURRAY PRINT AND CHUANBAU TAN (EDS) (2015) Rotterdam, Boston and Taipei: Sense Publishers, 192 pp., ISBN: 9789463003445, p/bk, $54.00 (USD) SEXUALITY, CITIZENSHIP AND BELONGING: TRANSNATIONAL AND INTERSECTIONAL PERSPECTIVES, FRANCESCA STELLA, YVETTE TAYLOR, TRACEY REYNOLDS AND ANTOINE ROGERS (EDS) (2016) London: Routledge, 253 pp., ISBN: 9781138805040, h/bk, £90 THE STATE OF GLOBAL EDUCATION: LEARNING WITH THE WORLD AND ITS PEOPLE, BRAD M. MAGUTH AND JEREMY HILBURN (EDS) (2015) New York and London: Routledge & Frances, 202 pp., ISBN: 9780415721677, h/bk, £95.00 (GBP)

To promote sustainability transition, it is important to design educational programs to encourage environmental civic action (ECA). In this study, we conducted online surveys in Japan and Thailand to identify the commonalities and differences in the influential factors on ECA between the two countries. We also discussed effective programs to promote ECA based on an analysis of the surveys. Thai respondents showed higher behavioral intention toward ECA than that of the Japanese respondents, and there were large differences between the two countries in the respondents' prior experiences with civic actions and their level of satisfaction with past civic actions. We also found that respondents from both countries who were dissatisfied with their past civic actions showed less motivation toward future civic actions. Thus, we suggest both countries that project-based learning in collaboration with the local community would be an effective means to develop civic capacity because these programs include actual ECA practices. It is also important to design programs in which learners can tangibly feel the effects of their activities.