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Copyright of Bibliotheksdienst is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Civic education in the US has historically centered the nation-state. This is often disempowering for marginalized students who exist outside the national narrative and political sphere. Design/methodology/approach: This year-long ethnographic study considers what counts as civic education in the US Virgin Islands, a territory of the US. This paper draws on critical theory and critical pedagogy to understand ways teachers in a politically and culturally marginalized space can reimagine civic education. Classroom observations, interviews and curriculum content analysis are used as data. Findings: The findings suggest that teachers centered the local by surfacing the unjust political relationship between the US and its territories and incorporating local history, civic engagement, resistance and culture to politically empower their students. Originality/value: This research will contribute a deeper understanding of the possibilities for civic education to be empowering for those who are marginalized and often excluded from the national political arena. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article enhances the understanding of individual and school-related drivers of socialization connecting to trust in political institutions. Using data from the International Civic and Citizenship Education Study 2016, the authors show that pupils in Germany report high levels of trust in political institutions that is reduced for pupils with international biographies, experiences of teacher unfairness, and in schools with a high proportion of pupils with international biography, as well as in academic tracks (Gymnasium). [ABSTRACT FROM AUTHOR]

Democratic school systems are expected to equip students with the knowledge, abilities, and attitudes needed for life as citizens, particularly through social science education. Disciplinary knowledge, derived from the academic counterparts to school subjects, is essential in developing these skills. However, research has also emphasized the importance of life-world perspectives, where students' experiences are included and taken seriously in teaching. This study suggests that the theory of (civic) narrative competence can function as a bridge between the disciplinary domain and the life-world domain in its focus on how students' civic reasoning can be developed through teaching. The article uses narrative theory to explore how the students' civic narratives changed and became more nuanced after a teaching segment focusing on social and political trust. In the article, we demonstrate how the students' personal experiences colored their interpretations and orientations before the teaching segment and how their civic narratives were developed through the implemented teaching, which provided them with concepts, a theoretical model, and empirical examples. We found that the students did not discard previous perceptions after the teaching segment, but integrated them into their new knowledge and orientations, thus integrating the life-world and disciplinary domains. [ABSTRACT FROM AUTHOR]

This semester-long research project examined the use of social studies trade books to thematically teach about six individuals who served as change agents in the United States during the late 19th century and early 20th century. Three of the individuals were African American men, Robert Smalls, Frederick Douglass, and John Roy Lynch, who took civic action to address racial discrimination faced by the Black community in the half century following the U.S. Civil War. The other three indivduals were women women, Ida B. Wells, Clara Lemlich, and Jane Addams, who challenged social inequities and injustices within their communities. Over the course of the semester-long research project, sixth-grade U.S. history students read selected trade books, examined primary sources, completed graphic organizers, and crafted writing assessments about each of the six individuals. Students demonstrated complex historical thinking, integrated economic and civic thinking, and communicated thematic ideas of systemic oppression of minorities, women, and the poor. They struggled to make connections between examples of historic oppression and contemporary examples of societal oppression. [ABSTRACT FROM AUTHOR]

Civic and political engagement are at an inflection point in the United States. While some forms of engagement are on a negative path (e.g. contested civic education, dwindling community group membership), other forms are increasing (e.g. unionization, volunteerism, protests) (Atwell, Stillerman, Bridgeland, 2021). Many scholars and activists claim that one way to increase civic and political engagement is through civic education, yet most studies of civic education deal with conventional public schools. Minimal attention has been paid to the civic/political engagement potential of alternative forms of education. This article seeks to add to the relatively small body of knowledge about democratic free schools and their outcomes, especially as related to civic and political engagement. The Albany Free School (AFS) is a democratic free school where students self-direct their education. Such schools are part of a counter-hegemonic movement in the United States that dates back to the early 20th century and which has both anarchist and libertarian roots (von Duyke, 2013). Such schools purport to create spaces where students can develop critical authorial agency (Matusov, 2020) and habits/skills of engagement in the political/civic sphere. This article, based on data from interviews conducted with 18 alumni of the AFS, focuses specifically on discussions of alumni political and/or civic engagement and begins with a literature review defining how political and civic engagement manifests, and then moves into exploring the existing literature on the political/civic engagement-related outcomes of democratic free schools. This literature is mixed as to whether such schools are successful at nurturing such engagement, and the findings of the data collected in this study confirm these mixed outcomes. The article concludes with a discussion of the paradox presented in democratic education between having no defined curricular endpoints and a declared set of characteristics and dispositions that are sought. [ABSTRACT FROM AUTHOR]

This study explores the integration of Augmented Reality in civic education within Maker Space Museums. We devised a methodology using feedback from students at the University of la Costa, Villavicencio, Colombia, and applied legal design techniques for data analysis. The proposed Augmented Reality application aims to enhance civic competency by fostering multiperspectivism. It provides an interactive, digitally enriched learning environment, helping students explore diverse perspectives on complex issues. Our approach includes a prototype tailored to students' needs, offering an innovative educational tool that bridges gaps between conflicting viewpoints and potential solutions, promoting informed, comprehensive civic understanding. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the value of sports films for engaging youth in issues related to patriotism, justice, equity and liberty. The authors analyze how two sports films, 42 and Battle of the Sexes, have pedagogical potential and value in secondary social studies methods classes, as well as what criteria educators might use when selecting films (and television series) for classroom use. Design/methodology/approach: Using content analysis, the authors respond to the following questions: (1) What critical themes related to civic education surface in the sports films 42 and Battle of the Sexes? and (2) What framework might guide the use of selecting sports films and sports film clips for educators' civic educational use? Findings: Five themes surfaced in the films 42 and Battle of the Sexes: economics as a force for social change; racism and anti-Blackness, athletes as more than athletes, resisting oppression, and sexism and homophobia. Instruction related to these themes has the potential to engage students in critical, awareness-based approaches to civic education. Originality/value: Sports films show promise for engaging youth due to their interests in the medium of film and in sports, both as participants and spectators. Across the world, athletes face questions and issues related to patriotism, justice, equity and liberty on courts, fields, tracks and rinks, These questions and issues are deeply embedded in civic education. This study is among the first of its kind to explore the pedagogical potential of sports films. [ABSTRACT FROM AUTHOR]

If the children are our future, will a healthy participatory democracy be a part of that future? How are schools and non-governmental organizations doing in terms of teaching young people (and, for that matter, all people) to understand their society and the various ways we seek to answer the fundamental civic question: how we live together as a public? In this roundtable, the Canadian Parliamentary Review asked five individuals involved in various aspects of civic education to offer their thoughts on where we’ve come from, where we are, and, ideally, where we want to go when it comes to teaching and engaging the public. *This is an edited and revised transcript compiled from three discussions with participants. [ABSTRACT FROM AUTHOR]

Purpose: This research examines how schools effectively address diversity by integrating local wisdom within the educational context. It further investigates the participation of diverse ethnic and religious groups in school rituals and explores the implementation of an inclusive and participatory education system within a multicultural school environment, utilizing a local wisdom framework. Method: Employing a descriptive qualitative research design with a case study approach, data collection involved observation, in-depth interviews, and documentation. The data analysis process encompassed data condensation, data presentation, and drawing appropriate conclusions. Findings: The study's finding conducted in a public senior high school in Gorontalo City, Gorontalo Province, underscored the implementation of the local wisdom of ilohelumo (consensus) and mohoyula (communal responsibilities) as crucial components in strengthening civic education. Implications for Research and Practice. This is evidenced in the multicultural school setting where students, teachers, school principals, and other academic stakeholders actively foster positive outcomes through student participation, cultural diversity empowerment, and heightened civic awareness. Such outcomes are achieved by accommodating differences within the educational space, involving ethnic groups in collective rituals, and establishing an inclusive and egalitarian education system. [ABSTRACT FROM AUTHOR]

Copyright of Revista Crítica de Ciências Sociais is the property of Centro de Estudos Sociais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the era of the Fourth Industrial Revolution, blended learning must focus on strengthening students' character, in addition to building their knowledge and skills. To achieve this goal, it is essential to develop a blended learning model that is based on values. This study aims to describe the value-based blended learning model and its effect on strengthening student character. We used Borg and Gall's Research and Development method for our research, which involved a total of 265 university students enrolled in Pancasila and Civic Education courses at Universitas Pendidikan Indonesia, Universitas Sebelas Maret, dan Universitas Negeri Padang. Data were collected using interviews, questionnaires, and attitude scales and analyzed using qualitative interactive, quantitative descriptive and correlation-regression analysis. The results revealed that (1) the value-based blended learning model for character strengthening was carried out by integrating characters at all combinations, all stages of learning, and on all components of learning, habituation, role models, rules, rewards and punishment systems; 2) most students perceive very well the implementation of value-based blended learning in Pancasila and civics education courses; and 3) most of the students showed very good character. The dominant characteristics developed in value-based blended learning were critical thinking, creative and innovative thinking, independence, collaboration, hard work, digital literacy, democracy, religiosity, peace, responsibility, and tolerance. (3) The application of value-based blended learning has an effect of 50.8% on strengthening student character. Therefore, value-based blended learning should be implemented to strengthen student character. [ABSTRACT FROM AUTHOR]

The article discusses the importance of civic education or citizenship education on youth political participation in Samoa. Topics discussed include the youth parliamentary programs of the Office of the Clerk of the Legislative Assembly's (OCLA) Community Relations Service, the benefits of civic education including promoting democracy, protecting rights and countering misinformation, and principles of why youth participation is important including representation, inclusivity and policy impact.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Schools in the United States have often been tasked with cultivating a political identity that is connected to the nationstate. In the civics classroom, this often means teaching a nation-state centered civic education, which can create a sense of disjuncture for some students. This year-long ethnographic study explores disenfranchised students living in the Virgin Islands' political identities and interests and how their teachers responded to them. The findings suggest that students entered the classroom with developed and varied political interests and identities that would not necessarily be recognized in a traditional nation-state centered civics class. Teachers responded by providing a culturally sustaining and humanizing civic education that honored their students' diverse political and cultural identities and interests. [ABSTRACT FROM AUTHOR]

Using testimonio method and methodology, this paper provides the stories and narratives of three Chicanx teachers who developed and taught an Ethnic Studies course to Latinx students in a large urban high school. Long celebrated as a way to fill in missing history, art, literature, resistance, and knowledge of communities of color, this paper argues that Ethnic Studies is also a vehicle to grow and embolden student sense of critical civic literacy. Through the narratives that emerge from these three teachers, the curriculum and pedagogy offered by these teachers positively impacts and propels students to advocate for themselves and their communities through civic and political action. The purpose of this article is to highlight the curricular and pedagogical choices of three teachers teaching Ethnic Studies and how Ethnic Studies can be used as a tool to increase Critical Civic Literacy. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Sociedad is the property of Ciencia y Sociedad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Education / Socialinis Ugdymas is the property of Vytautas Magnus University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Civics education curricula across the United States place too heavy an emphasis on teaching students descriptive information on our government rather than skills to participate within the government system. Even when a more practical-oriented approach to civics is being taken, the efforts made place a great focus on community involvement but little effort on skills-training (concerning, for example, argument, governmental criticism, and policy innovation). These realities lead to complacency and do little to inspire students to effectuate change. This Article argues for a more robust civics education that focuses on learning law young, or, rather, empowering students with the tools of critical thinking, understanding of systemic relationships, ability to question, and reform-mindedness that are important to tackle larger issues. To learn law young means endowing students with a methodological approach to questioning rights, duties, and obligations, as well as a common language for doing so. The Jewish educational tradition is instructive as a model for this sort of learning—from the Jewish Law obligation to educate, the skills that a yeshiva’s law learning model cultivates, and the positive consequences of this education on active community participation. If the objective of civics education is to cultivate the “good” active citizen, then this tool—not learning substantive law itself, but an ability to approach law questions—is essential. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Politikwissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Traditional notions of civic education often introduce privilege and reproduce Eurocentric notions of citizenship. Proponents of cultural citizenship champion Black cultural knowledge, and critical race pedagogies to help marginalized individuals, including students of color, actualize their agentic selves. This manuscript presents three vignettes to demonstrate how teachers implemented the Black Lives Matter at School’s 13 Guiding Principles to develop Black cultural citizenship with students. Three salient aspects emerged: (1) the need for students to be active contributors in the current movement for Black liberation; (2) a call to support students unlearning and relearning Black history; and (3) instruction that provides opportunities for students to recognize and challenge systems of oppression. [ABSTRACT FROM AUTHOR]

The paper discusses the influence of FaceReader-coded emotional arousal and valence on the effectiveness of civic education. The experimental design allowed the authors to observe relationships between emotional responsiveness and memorisation, attitude change, and prosocial behaviour. In the study with 90 adult participants, we video-recorded facial expressions while watching three parallel versions of a narrative on anti-communist opposition in Poland. The analysis of collected data suggested that emotional arousal is associated with prosocial behaviour and the valence of signalling with an attitude change, while cognitive effects are not related to emotional responsiveness. Moreover, civic education depends on the triad of emotions: sadness, happiness, and disgust. [ABSTRACT FROM AUTHOR]

In the article "Blended Spaces: Reimagining Civic Education in a Digital Era," the authors joined a new area of research on "civic media literacy," or the capacity to use media with civic intentionality. Building on previous scholarship that examined how to support youth capacity for effective civic inquiry, dialogue, expression, and action in the digital age, the authors contributed to this literature by usefully elaborating on the phenomenon of "context collapse" and the challenges this blurring of the boundaries between public and private spheres may present, particularly in the liminal spaces where the shifting boundaries most clearly depart from the pre-internet era. A central premise of the feature article is that youth and adults are entering into this context with "no training." However, it has been more than a decade since social media emerged, and we respond by pointing out that in some sense, youth have been training for this for most of their lives. In our response, we reinforce many of the major points of the feature article, but we elaborate to draw focus on youth-driven practices and adaptations that have emerged in our own research and discuss the implications for civic education. [ABSTRACT FROM AUTHOR]

The article emphasizes the importance of youth representation in Parliament, suggesting that visibility of young people in legislative roles can enhance engagement and inclusivity in political decision-making. Topics include promoting civic education, addressing financial barriers to candidacy, and advocating for cultural shifts in gender expectations within politics.

Thomas Hobbes's most important recommendations for a sovereign reader concerned the governing of opinion. Due to the spread of false doctrines and their powerful champions, Hobbes was afraid that subjects would have opinions contrary to the maintenance of peace. His solution comprehended a combination of civic education and censorship. This text explains how Hobbes justifies his recommendations from the perspective of individual deliberation. It argues that Hobbes conceived censoring circulating doctrines as a way of keeping subjects' minds like clean paper, ready for the sovereign to imprint civil doctrine in them through teaching, thereby increasing the chances of influencing subjects' (free) deliberation, and thus of producing obedience. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article investigates the contentious relationship between economics and social studies and considers the extent to which the dominant narratives and methodological approaches in economics are compatible with ambitious views of equity in civics education. Tensions between social studies and economics are described. These include differing views on the role of government, democracy, and equality, as well as economics' "imperious mindset" (Heilbroner, 1991, p. 463). After identifying these tensions, the article devotes significant space to recent scholarship that can bridge the civics-economics divide and introduce the kind of equity work being called for in social studies education. [ABSTRACT FROM AUTHOR]

Copyright of Bibliotheksdienst is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Employing Victorian literary resources to teach digital literacy and digital civics, this paper identifies the philosophical and ideological concepts that can aid digital citizens in understanding their world. By developing historical perspectives and foundational understanding of the birth of digital technologies, alongside their traditional literary and historical curricular experiences, learners can develop an important set of literacy, linguistic, and critical analysis tools to serve as critical educational resources for digital civics and ethics. Oscar Wilde's The Picture of Dorian Gray, as employed by UNESCO City of Literature Dublin's literacy project, provides the example for this discussion: demonstrating how such literature maintains its relevance, and reminds us that the themes we address in our daily digital interactions are founded on the longstanding experience of the human condition. [ABSTRACT FROM AUTHOR]

Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students' perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered. [ABSTRACT FROM AUTHOR]

Informed by a research problem of explaining the relationships between the specificity of civic education and public support for authoritarian politicians, this paper aims to propose and test an analytical tool for measuring media engagement in civic education. It contributes methodologically to studies on civic education by delivering a tool that applies to identify and trace state media's efforts to shape either democratic or autocratic citizenship models. Thereby, it allows monitoring current challenges to civic education for democracy in individual countries. The test contributes empirically to the studies on state-orchestrated civic education by revealing civic education for autocracy in pandemic-driven Poland. It enriches the knowledge of the use of Polish state media by the anti-democratic ruling actors to maintain the status quo. [ABSTRACT FROM AUTHOR]

In Re- centering Civics: A Framework for Building Dispositions and Action Opportunities, the authors presented a framework to help social studies teachers in any subject or grade level re- center civic education. The authors' article draws from the C3 Framework and C3Teachers .org to offer six civic dispositions teachers might focus on cultivating with their students, and the article highlights ways in which student engagements with any historical inquiry might be steered toward real- world civic action. In this response, we underscore the strengths of Re-centering Civics while also outlining a necessary, critical attention to the concepts undergirding the authors' framework. Our response builds from Re-centering Civics by offering examples of how the concepts at play in the initial article might be reconfigured, how teacher questioning can be made more critical, how issues of diversity and power can be more effectively attended to, and how the everyday, contextual limitations of teachers might affect their ability to carry out this framework. Our response aims to strengthen the authors' admirable project, one we are fully aligned with: integrating thoughtful, critical, and deliberate civic education--and meaningful action--into social studies education writ large. [ABSTRACT FROM AUTHOR]

While traditional civic education in the United States is inextricably linked to notions of a public sphere, this paper argues that the digital era requires a reimagining of this premise. The opaque nature of digital spaces makes it difficult for young people to understand how large of an audience they are interacting with and to what extent a conversation that may feel private is rebounding across public contexts. In this conceptual paper, we (1) use semiotic squares to present publicly private and privately public as two ways to reinterpret traditional presumptions about the role of "the public" in civic education and (2) present the implications of these blended spaces for civic education and civic learning. The paper asks, what does it mean to prepare young people for interaction in the "public" sphere within our classrooms today? By drawing on a vignette of teacher practice, we articulate what civic education could be for students around the world in the 21st century. [ABSTRACT FROM AUTHOR]

Students with intellectual disability can benefit from Civic Education, which will help them develop their civic responsibilities such as commitment to the norms and values of their immediate community and participation in influencing political results and improving governance. This study investigated the effectiveness of play-way and discussion methods on the civic education performance of pupils with intellectual disability. The moderating effect of gender was also examined. The study used a 3 x 2 factorial design of quasi-experimental research. Thirty (30) pupils with intellectual disability were randomly assigned to two experimental and one control group out of three intact classes. The findings indicated that pupils in the groups experimental group civic education performance improved significantly based on the treatment provided (F (1,29) = 0.773; p<0.05, partial 2 = 0.29). The mean score of participants in the discussion method group was the highest at 3.288 while the lowest score was those obtained by participants in the control group at 2.693. The mean score for participants exposed to play-way treatment was 3.230. The result shows that the discussion method is a better teaching strategy of the two treatments. Based on the findings it is recommended that teachers of pupils with intellectual disability should adopt discussion-based approach to teaching civic education. [ABSTRACT FROM AUTHOR]

Copyright of Bibliotheksdienst is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper critically reflects on the impact of "development minerals" on rural livelihoods in sub-Saharan Africa, focusing on the case of Malawi. It does so by analysing data collected at multiple quarrying sites in Lilongwe District, with the objective of assessing how production of these commodities can help meet Malawi's commitments to the Sustainable Development Goals (SDGs). Findings indicate that despite their extraction being associated with environmental problems, development minerals do impact positively on the livelihoods of Malawians in rural areas where very few viable alternative income-earning opportunities. To maximise the sector's contribution to the SDGs in Malawi, however, greater emphasis must be placed on formalising and supporting quarrying operations and other activities oriented around development minerals. • Development minerals sector is already contributing positively to livelihoods in Malawi. • Malawian policymakers overlook ASM quarries' vital role in livelihoods. • Miners need civic education on licensing and regulations. • Reviewing Malawi's formalisation strategies is vital for the national extractives agenda. • Government should prioritise ASM formalisation to empower miners, not simply to control them. [ABSTRACT FROM AUTHOR]

Creating an educational resource that promotes College, Career, and Civic Education may be challenging for K-12 educators. However, one technology platform may provide a solution to this challenge. This technology review aims to provide K-12 educators with an overview of the Sid Meyers Civilization software, its implementation, and potential issues in its usage. Specifically, this review aims to show the connection between the game and the National Council for Social Studies C3 Framework and its incorporation of the four central historical literacies (Civics, History, Geography, and Culture). [ABSTRACT FROM AUTHOR]

The article presents the discussion on social studies and civic education as a way for encouraging the health of democracy. Topics include cultivating personally responsible, socialized citizens exhibiting a strong sense of national identity, individual freedom, and patriotism; and legislative action related to critical race theory and social studies.

This article compares case studies to better understand how third grade teachers, serving low-income (including Title I) schools, adapted their instruction in the midst of a global pandemic to better support their students' learning about locally-relevant civic issues. Civic perspective-taking components were embedded in the unit design with the aim of building deliberative, inclusive classrooms. The team designed lessons drawing from theories of culturally sustaining pedagogy. Using semi-structured interview data, we examined teachers' reported thinking and perceptions about students' needs and their own struggles to deliver purposeful, equitable instruction. Findings indicate that as teachers collaboratively designed the lessons they discussed how to balance relevance and sensitivity in relation to content that mirrored students lived realities. This study advances our understanding of what challenges teachers overcome to integrate culturally-sustaining practices in their social studies instruction. [ABSTRACT FROM AUTHOR]

Informed by Critical Race Theory, this quantitative study supports civic educators in understanding the role of classroom climate and racial identity in students' civic engagement during a statewide middle school civics mandate (n = 4707). Findings reveal that students of color experience higher civic engagement and lower civic attitude scores than white-identifying peers, after controlling for school, classroom, and affluence indicators. Students' perception of whiteness (or perhaps majority status) appeared to correlate with positive civic knowledge and civic attitude, but relative civic inaction. These findings suggest differences in civic outcomes as early as middle school between white-identifying students and students of color. Such differences offer implications for civic education interventions that address not only effective instruction, but civic inequities, students' perceived agency, and curricular content. [ABSTRACT FROM AUTHOR]

During a divisive political time, it is critical that social studies teachers, teacher educators, and scholars commit to justice, equity, inclusivity, and diversity when teaching, engaging, and learning with emerged bilingual (EB) students. This study examines how late arrival EB students and their teachers conceptualize social studies, citizenship, and civic education through a framework of culturally and linguistically relevant citizenship education (CLRCE). The findings in this study extend the original CLRCE framework by drawing from multiple sites of pedagogical ideas and action to support late arrival EB students inside and outside of the social studies classroom. This study offers examples for how to implement CLRCE in communities experiencing similar demographic shifts as well as in schools who are interested in centering the cultural, linguistic, and civic experiences of their students. Specifically, this study reveals pedagogical examples and sites of critical citizenship that center EB students' ideas, experiences, assets, and actions in civic society and in the social studies classroom, offering ways to rethink and reimagine civics education. [ABSTRACT FROM AUTHOR]

Thinking at the axes of homonationalism, civic education, and queer-inclusive social studies, this article complicates the uneven relationships between lesbian, gay, bisexual, transgender, and queer (LGBTQ+) exclusion and belonging. Arguing that more attention should be paid to how Genders and Sexualities Alliance (GSA) spaces may function to render particular imaginaries of the queer civic subject, and the U.S. queer civic subject in particular, more viable than others, I extend both the conceptual and methodological directions of out-of-school social studies research to underscore how equity -- as a concept - becomes connotative of particular types of civic action and life. Highlighting how LGBTQ + youths' talk can be discursively read and traced as a pedagogical text, I emphasize how a 'good' queer citizenry, and indeed a 'good' queer life, is one that follows the logics of cis-hetero-patriarchy and American exceptionalism. In so doing, I document the rhetorical reification and discursive production of queer complicity and community. [ABSTRACT FROM AUTHOR]

This phenomenological case study investigates how planning community-centered civics inquiries can prepare elementary pre-service teachers to better address inequities facing rural communities, including those located on Indigenous reservations. Specifically, the study addresses this research question: How does community-centered planning inform pre-service teacher readiness to support place-conscious and anti-colonial civics education within elementary contexts? Findings suggest that guided, community-centered planning leads to enhanced pre-service teacher confidence in preparing to facilitate equity-oriented elementary education, particularly as related to evolving understandings of civics content competence, relational commitments, and responsibilities of rural teachers. [ABSTRACT FROM AUTHOR]

Copyright of Historia Constitucional is the property of Revista Historia Constitucional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)