Während der erste Band (siehe ZPol 3/00: ###) vornehmlich konzeptionelle Fragen und Probleme zur Rolle der Erziehung im Demokratisierungsprozess illustrierte, beschäftigt sich der zweite und letzte Teil der Edition mit den eher praxisbezogenen Aspekten. Inhalt: 1. The Politics of Control: Erwin H. Epstein: Filtering Democratization Through Schools: The Ignored Paradox of Compulsory Democratic Education (19-34); Douglas E. Foley: Rethinking School Ethnographies of Colonial Settings: A Performance Perspective of Reproduction and Resistance (35-59); Heinrich Mintrop: Teachers and Changing Authority Patterns in Eastern German Schools (61-84). 2. National Identity: Judith Torney-Purta / John Schwille: Civic Values Learned in School: Policy and Practice in Industrialized Nations (87-111); Kazimierz M. Slomczynski / Goldie Shabad: Continuity and Change in Political Socialization in Poland (113-144); Elaine Gerbert: Lessons from the Kokugo (National Language) Readers (145-180). 3. Ethnicity: Patricia Petherbridge-Hernandez / Rosalind Latiner Raby: Twentieth-Century Transformations in Catalonia and the Ukraine: Ethnic Implications in Education (183-206); Erwin H. Epstein: Peasant Consciousness under Peruvian Military Rule (207-236); Anthea Taylor: Education for Democracy: Assimilation or Emancipation for Aboriginal Australians? (237-253). 4. Religion: Dana L. Simel: Exclusionary Christian Civil Religion for Jewish and Islamic Students in Bavarian Schools (257-279); Sandra M. Stewart: Nationalist Educational Reforms and Religious Schools in Trinidad (281-304); Claudine Michel: Of Worlds Seen and Unseen: The Educational Character of Haitian Vodou (305-322). 5. Gender: Nelly P. Stromquist: Gender Delusions and Exclusions in the Democratization of Schooling in Latin America (325-350); Ji-Sun Chung: Women's Unequal Access to Eduation in South Korea (351-373); Jean Davison / Martin Kanyuka: Girls' Participation in Basic Education in Southern Malawi (375-400).