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For democracy to function effectively, citizens must engage together and compromise. Although these skills are critical for a vibrant society, civic engagement education is lacking in America today. This book evaluates the goals, challenges, and rewards of integrating civic education into K-12 and higher education, highlighting best practices.
This practical resource shows teachers how to enact robust forms of civic education in today’s schools. Both instructive and thought-provoking, it will inspire teachers to craft curricula addressing a wide range of genuine civic problems such as those related to racial discrimination, environmental damage, and community health. Dividing civic literacy projects into three key phases—problem identification, problem exploration, and action—the author provides concrete examples from upper-elementary, middle, and high school classrooms to illustrate and analyze how each phase can unfold. The projects ultimately provide opportunities for youth to participate in civic life while they develop essential literacy skills associated with reading, writing, and speaking. The final chapter outlines a curriculum design process that will result in coherent and meaningful civic literacy projects driven by clear goals. It includes practical tools, such as a sample unit timeline, an assessment chart, and student worksheets that can be modified for immediate use. “Shira’s work offers us a reflection of democratic practice in the classroom through the teaching of critical reading, persuasive writing, and deliberation. In Teaching Civic Literacy Projects,Shira invites us all to contemplate the depth of the democratic project and the possibility that schools can help uphold our democratic ideals.” —From the Foreword by Celia Oyler, professor, Teachers College, Columbia University. “This book is a gem! Shira Epstein has provided invaluable assistance for teachers interested in engaging their students in the political and civic spheres in ways that build crucial literacy skills. The combination of a powerful framework and rich and detailed case studies provides readers with a clear vision and helpful, specific guidance for creating robust civic learning experiences for young people.” —Diana Hess, senior vice-president, Spencer Foundation and professor, University of Wisconsin–Madison “Excellent civic education means encouraging young people to identify and define problems and take action. That is challenging in our era of political polarization and narrow definitions of education. Shira Eve Epstein provides the best practical guide for teachers who want their students to confront social problems.” —Peter Levine, Lincoln Filene Professor of Citizenship & Public Affairs, Tufts University
Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline.
As former elementary school teachers, the authors focus on what is possible in schools rather than a romantic vision of what schools could be. Based on a 5-year study of an elementary school, this book shows how civic engagement can be purposive and critical—a way to encourage young people to examine their environment, to notice and question injustices, and to take action to make a difference in their communities and school. Focusing on the intersection of student voice and critical inquiry, the book describes how to embed civic engagement into curriculum, school decision-making processes, and whole-school activities. Chapters provide an overview of what research has demonstrated about civic engagement at the classroom, school, and community levels, including detailed descriptions of activities and lessons for practice. Classroom teachers, school principals, community members, and teacher educators can use this resource to foster a deeper, richer understanding of what is entailed in civic life. Book Features: A vivid portrait of a “typical” public school that wants to do more than teach to the test.An examination of the conditions that enable young people to participate in democratic practices, including identifying and questioning injustices.Concrete examples of student voice and critical inquiry in classroom contexts.Practices and activities that encourage children to get along with others, exchange perspectives, and work across differences. “Offers a suggestive range of evidence that high-quality civic engagement initiatives can enhance students’ academic, social, and emotional engagement. . . . It reveals the nitty-gritty of how experienced teachers can enable children who are immersed in meaningful civic work also to engage more deeply with mathematical problem-solving, peer collaboration, literacy and social studies learning, and development of empathy and mutual trust.” —From the Foreword by Meira Levinson “Mitra and Serriere show us not only that elementary-aged children are capable of civic engagement, but how such engagement can be nurtured in the classroom. Children can be active civic participants; this book demonstrates both the power of this idea and how we might accomplish this essential task.” —Beth C. Rubin, Rutgers University
Learn how to design history lessons that foster students’ knowledge, skills, and dispositions for civic engagement. Each section of this practical resource introduces a key element of civic engagement, such as defending the rights of others, advocating for change, taking action when problems are observed, compromising to promote reform, and working with others to achieve common goals. Primary and secondary sources are provided for lessons on diverse topics such as the Alice Paul and the Silent Sentinels, Samuel Gompers and the American Federation of Labor, Harriet Tubman, Reagan and Gorbachev’s unlikely friendship, and Lincoln’s plan for Reconstructing the Union. With Teaching History, Learning Citizenship, teachers can show students how to apply historical thinking skills to real world problems and to act on civic dispositions to make positive changes in their communities. “Teachers will appreciate the adaptability of the unscripted lessons in this book. Each lesson provides background historical context for the teacher and the resources to expose students to themes of civic engagement that cut across historical time periods and current events. With the case studies, ideas, and sources in this book, teachers can instill students with the dispositions of democratic citizens.” —From the Foreword by Laura Wakefield, interim executive director, National Council for History Education
The 2002 R. Freeman Butts Institute on Civic Learning in Teacher Education, which met in Indianapolis, Indiana, from May 17-21, 2002, was the source for this book. The central theme of the meeting was education for democratic citizenship in the college/university-based preparation of prospective teachers. Following an Introduction, twelve papers are included as the book's chapters: (1) "Defining, Delivering, and Defending a Common Education for Citizenship in a Democracy" (John J. Patrick); (2) "Teaching for the Meaningful Practice of Democratic Citizenship: Learning from the IEA Civic Education Study in 28 Countries" (Judith Torney-Purta; Wendy Klandl Richardson); (3) "Using Research about Civic Education to Improve Courses in the Methods of Teaching Social Studies" (Patricia G. Avery); (4) "Civic and Economic Education: The Nexus" (Margaret Stimmann Branson); (5) "Using United States Supreme Court Cases to Promote Civic Learning in Social Studies Teacher Education" (Thomas S. Vontz; Robert S. Leming); (6) "The Deliberative Approach to Education for Democracy: Problems and Possibilities" (Walter C. Parker); (7) "Methods of Teaching Democracy to Teachers and Curriculum Developers: Examples from Post-Communist Europe" (Gregory E. Hamot); (8) "Civic Learning in Teacher Education through an American-Ukrainian Partnership" (Alden Craddock); (9) "Civic Learning in Teacher Education: An Example of Collaboration by Russians and Americans" (Charles S. White); (10) "Teacher Theorizing in Civic Education: Analysis of Exemplary Teacher Thinking in the United States and Hungary" (Jeffrey W. Cornett; Janos Setenyi); (11) "Civic Learning in Teacher Education through an American-Indonesian Partnership" (Margaret Sutton; Isnarmi Moeis; Wendy Gaylord); and "Conclusion: Recommendations for Enhanced Civic Learning in Teacher Education" (Gregory E. Hamot). An appendix lists the meeting's participants. (BT).
This seminar discussed the civic preparation that educators themselves need to enable them to better prepare elementary and secondary students to become more effective and responsible citizens. The proceedings began with a paper on "Civil Learning for Teachers: Capstone for Educational Reform," by R. Freeman Butts. Following this, the five general sessions of the conference are presented. The focus of the first session was the different meanings of civic learning. Papers presented were: "Thinking Publicly about Civic Learning: An Agenda for Education Reform in the 80s" (Barbara Finkelstein); "Thinking about Civic Education" (James M. Banner, Jr.); "Civic Education: Parsing the Problem" (Bernard Murchland); and "Comparisons on Civic Education" (Mary Anne Raywid). The second general session dealt with what the humanities should contribute to the civic learning of teachers and administrators. Papers presented were: "The Humanities of Civic Learning" (Sidney Hook); "Getting the House in Order" (Larry T. McGehee); "Informed Consent: The Humanities as Civic Education" (Donald R. Warren); and "Civic Learning and the Humanities: Some Presuppositions of the Inquiry" (Christopher J. Lucas). The third general session dealt with the question of what the social sciences should contribute to the civic learning of teachers and administrators. Papers presented were: "Reflections on Potential Contributions of the Social Sciences to Civic Education, with Special Reference to Schools of Public Affairs" (Manfred Stanley); "The Social Sciences and the Civic Education of Teachers and Administrators" (James P. Shaver); "Constitutional and Legal History and the Civic Learning of Teachers and Administrators" (Paul L. Murphy); and "Evidence for Balancing Content with Process and Balancing Answers with Questions: The Contribution of Psychology to the Civic Education of Teachers" (Judith Torney-Purta). The fourth general session concerned the contribution that schools of education should make to the civic learning of teachers and administrators. Papers presented were: "Needed Decisions in the Civic Education of Teachers: An Agenda for Action" (Richard E. Gross); "Essential Decisions and Consensus" (Charles A. Tesconi, Jr.); and "The Social Context for Essential Decisions" (Faustine C. Jones-Wilson). The fifth general session discussed what schools of law and public administration should contribute to the civic learning of teachers and administrators. Papers presented were: "What Schools of Law Could Contribute to the Civic Learning of the Teaching Profession" (C. Hugh Friedman); and "The Recovery of Civism in Public Administration" (H. George Frederickson). Other seminar presentations included "The Centrality of Public Education" (J. Myron Atkin) and "Intersecting Themes" (Donald Kennedy). Reports of the discussion groups are also included. (RM)