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Abstract
This paper examines the role of geography in citizenship education in the United States, particularly since the tragic events of 11 September 2001. Geography has historically played a role in citizenship education in this country but current, limited conceptualisations of citizenship diminish and obscure its major contributions. Three competing visions of citizenship in the US are identified and educational initiatives addressing each vision described. It is suggested that through information and communications technology (ICT), geography can contribute to the development of active, involved, and critical citizens.