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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.
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
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.
In Teaching America, more than 20 leading thinkers sound the alarm over a crisis in citizenship--and lay out a powerful agenda for reform. The book's unprecedented roster of authors includes Justice Sandra Day O'Connor, Senator Jon Kyl, Senator Bob Graham, Secretary Rod Paige, Alan Dershowitz, Juan Williams, Glenn Reynolds, Michael Kazin, Frederick Hess, Andrew Rotherham, Mike Feinberg, Seth Andrew, Mark Bauerlein and more. Their message: To remain America, our country has to give its kids a civic identity, an understanding of our constitutional system, and some appreciation of the amazing achievements of American self-government. But we are failing. Young Americans know little about the Bill of Rights, the democratic process, or the civil rights movement. Three of every four high school seniors aren't proficient in civics, nine of ten can't cut it in U.S. history, and the problem is only aggravated by universities' disregard for civic education. Such civic illiteracy weakens our common culture, disenfranchises would-be voters, and helps poison our politics.
A thriving and peaceful democracy requires an informed and engaged citizenry, but such citizenship must be learned. Educators around the globe are facing challenges in teaching politics in an era in which populist values are on the rise, authoritarian governance is legitimized, and core democratic tenets are regularly undermined by leaders and citizens alike. To combat anti-democratic outcomes and citizens' apathy, Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community. Most importantly, the book provides tangible steps to link democratic education research with action that reflects contemporary global circumstances.
Educating for Empathy presents a compelling framework for thinking about the purpose and practice of literacy education in a politically polarized world. Mirra proposes a model of critical civic empathy that encourages secondary ELA teachers to consider how issues of power and inequity play out in the literacy classroom and how to envision literacy practices as a means of civic engagement. The book reviews core elements of ELA instruction—response to literature, classroom discussion, research, and digital literacy—and demonstrates how these activities can be adapted to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer concrete strategies for the classroom, and pose questions to guide school communities in collaborative reflection. “If educators were to follow Mirra’s model, we will have come a long way toward educating and motivating young people to become involved, engaged, and caring citizens.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “Grounded in respectful research partnerships with youth and teachers, this is a book that will resonate with and inspire educators in these precarious times.” —Gerald Campano, University of Pennsylvania “If ever there were a time for a book on empathy in education, the moment is now.” —Yolanda Sealey-Ruiz, Teachers College, Columbia University
This volume provides an original and powerful contribution to debates about the civic purpose of higher education. It suggests that universities can best realize their civic mission by making it central to their policy and practice. Bringing together researchers from three continents, the book offers an international perspective based primarily upon first-hand pedagogical experience. A transatlantic overview of the purpose, place and practice of one such pedagogy (service learning) is provided and its potential as a foundation for civic engagement assessed. In its last section the book moves from the theory of citizenship to practical considerations. In doing so, the book offers advice on establishing civic engagement to all those involved in teaching and learning within higher education.
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
Civic Education Across the Curriculum offers faculty in all disciplines rationales and resources for connecting their service-learning efforts to the broader goals of civic engagement. Campuses promoting engagement are beginning to tie service-learning practices to their civic mission of preparing students for participation in a diverse, democratic society. There are, however, few resources for faculty—especially those in fields not traditionally linked with civic education—to think about how civic engagement might be incorporated into their own disciplinary perspectives and course goals. This volume distills a wide range of disciplinary perspectives on citizenship into usable conceptual frameworks. It provides concrete examples of course materials, exercises, and assignments that can be used in service-learning courses to develop students’ civic capacities, regardless of disciplinary area. This volume will assist faculty in their own curricular work as well as enable them to combine their individual initiatives with others across their campus.
"What kind of citizen is no ordinary education book. By drawing on accessible and engaging discussions around the goals of schooling, it is imminently readable by a broad public. Neither fluff nor polemic, the theory and practice described in the book are based in solid empirical research and come out of the most influential frameworks for citizenship and democratic education of the last several decades (the "Three Kinds of Citizens" framework that emerged from collaboration between the author and Dr. Joseph Kahne as well as consultations with thousands of school teachers and civic leaders.) - This framework has been used in 67 countries to help teachers and school reformers think about how to structure educational programs and how schools can strengthen democratic societies. - This book pulls together a decade of research on schools into one place giving the reader a comprehensive look at why schools should be at the forefront of public engagement and how we can make that happen"--