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This research aimed to assess the readiness and efforts of civics teachers in developing literacy and numeracy skills. For data collection, qualitative methods including surveys and interviews, were employed. A total of 38 civics teachers from junior high schools in Pacitan Regency, Indonesia were selected based on gender, teaching experience, and certification. The data was analyzed using both qualitative narrative and quantitative descriptive analysis, employing percentages. The results showed that civics teachers demonstrated moderate proficiency in literacy skills, while their numeracy abilities were considered sufficient. In addition, teachers exhibited a greater readiness for literacy-oriented learning compared to numeracy. The efforts made by teachers encompassed four aspects, namely i) collaborating with colleagues and implementing student-centered collaborative learning, ii) developing a culture of literacy and numeracy through training and discussions, iii) seeking out learning resources and media that supported literacy and numeracy, and iv) promoting reading, annotating texts, and analyzing numeracy-related readings. [ABSTRACT FROM AUTHOR]

ObjectivesMethodsResultsConclusionIn this Paper, I examine how high school social studies content standards in the United States address fundamental concepts of American governance, particularly the concept of democracy.I conducted a qualitative textual analysis of government/civics content standards from all 50 states, Washington DC, and the Advanced Placement United States Government and Politics (AP Gov) course materials. I applied a framework that distinguishes between 'thick' and 'thin' democracy, drawing on theoretical insights from scholars like Michael Apple and John Dewey.My findings reveal how democratic ideals are framed and conceptualized within secondary government and civics education in the United States. I identified significant variations in how democracy is addressed in state academic content standards, with important implications for how democracy is taught in American schools.I advocate for curricular approaches that promote a more robust and participatory form of democracy, emphasizing critical engagement and collective well-being. This study underscores the importance of recognizing democracy as both a political and governmental concept in shaping educational discourse and policy as well as a practice and way of seeing society. [ABSTRACT FROM AUTHOR]

It is often assumed that, in highly religious environments, religious messages that promote political participation will more effectively influence behavior than nonreligious messages with the same goal. To our knowledge, however, this assumption remains untested. We present results from a community‐collaborative study implemented prior to elections in Zambia, an overwhelmingly Christian country with a youth‐skewed population. We randomized young adults into different versions of a WhatsApp‐based civics course and compared outcomes after exposure to civic information only versus after civic information accompanied by either religious or nonreligious messages that promote self‐efficacy and grit. Because Zambia is a highly religious country, we expected the religious course to have the largest effect. Instead, the nonreligious efficacy‐boosting course did. The religious course performed no better than the information‐only condition. This study cautions against assuming the efficacy of religious messages, even in highly religious contexts, and identifies new questions for future research. [ABSTRACT FROM AUTHOR]

AbstractCivic education is essential to the perpetuation of American self-government. Despite this important role, civic education in the United States has been neglected for several decades and is only recently seeing a resurgence in the classroom and as a focus of research. Conceptions of what constitutes effective civic education vary widely, creating a great multiplicity in what is measured and how, and obfuscating which pedagogical practices are most effective. This paper provides an overview of civic education and the outcomes—including civic knowledge, civic skills, and civic dispositions—that are the goals of such education. We then examine three pedagogies—instruction through primary-source analysis, simulation-based learning, and academic service learning—and review examples of the civic outcomes of these pedagogies. We seek to answer several questions: How are these instructional practices defined? What debates and challenges surround their implementation? What evidence is there that such techniques result in civic outcomes? Finally, what implications are there for the social studies classroom? We demonstrate that these three pedagogies have the potential to improve civic learning, and that a mixture of engaging and effective pedagogies is ideal. We encourage further research on the civic outcomes resulting from the implementation of various pedagogies. [ABSTRACT FROM AUTHOR]

In this study, we reflected on the process of designing and implementing a civics curriculum model focused on increasing upper-grade secondary students' involvement in local civic activity. We prioritized examining the challenges and possibilities of institutionalizing partnerships between teachers, students, community leaders, and local government officials. The civics program model included a local government and community focus where students would share, refine, and cultivate social inquiries with community leaders. Additional learning experiences included supporting voter efficacy and learning about local civic structures and grassroots organizing. Using feedback from teachers and student participants, we describe the barriers and possibilities that emerged during the design and implementation of the curriculum. In our reflection on the curricular model, we discuss how, despite our challenges, the program's collaborative and local inquiry-focused elements provided opportunities for teachers and students to identify in more agentic ways and push against the existing structures and discourses that might restrict their civic education experiences. [ABSTRACT FROM AUTHOR]

The aim of this research was to investigate the potential for issue-based civic education. Applying the concept of critical pedagogy to civic education, this article presents the findings of a study conducted in a primary school class in a socio-economically deprived area of the United Kingdom. The analysis of interview and focus group, participant observation and class discussion data suggests that critical, issue-based models of civic education can engage young people in conceptualising their own roles in both politics and civic life more generally. By moving away from a fact-based institutional model of civics such as set out in the National Curriculum, students' interest was also facilitated by the ability to make their own decisions about which issues they most wanted to engage with. [ABSTRACT FROM AUTHOR]

This article shows how Australian politics played an under-researched part in the development of the Anglosphere idea. By examining the contestation of nationhood in Australia from the republic referendum of the 1990s until the mid-2000s, this article offers a new interpretation of the genesis of the Anglosphere idea. The article suggests that debates about national identity in Australia and the Anglosphere idea are co-constitutive. These co-constitutive relationships are with the United Kingdom (via the republic debate, the process of reconciliation between settlers and Indigenous peoples and civics and citizenship education), New Zealand (via 'Anzac' war commemoration) and the United States of America (via defence and security). The Anglosphere idea remains important to debates about national identity and public policy in Australia and provides context for decisions about how Australia positions itself in the world at a time of significant transnational challenges and threats. [ABSTRACT FROM AUTHOR]

Internal and external factors influence teachers' daily assessment decisions. The purposes of teachers' assessments are crucial, as these purposes guide the assessment process. Still, little is known about teachers' assessment purposes. The aim of this study is to identify and describe the different purposes of assessments that Civics teachers describe. Thirteen Civics teachers in Swedish upper secondary school were interviewed about their assessment practices. A thematic analysis generated four main themes about teachers' purposes: enacting policy, improving learning, pulling for students and handling administration. There are tensions between different purposes, and teachers need to balance these in their assessment decisions and when validating. Specific Civics subject matter also influences purposes and tensions. This study contributes to the understanding of the influence of internal and external factors on teachers' assessment practices in Civics, and to the understanding of the complexity of validity with multiple purposes in the school context. [ABSTRACT FROM AUTHOR]

Multiple civic crises facing American constitutional democracy—deepening political polarization and dysfunction, loss of confidence in major institutions and professions, and collapse of confidence in higher education—can be simultaneously redressed by restoring traditional civic education in universities and colleges. A nascent national reform in public universities, establishing departments of civic thought and leadership, reintroduces a blend of classical liberal arts and American civic education. This restores a core mission of truth-seeking and Socratic debate to universities, while providing the higher civics needed to perpetuate the American legal and constitutional order through non-partisan, non-ideological preparation of thoughtful citizens and leaders with the necessary civic knowledge and civic virtues, including commitment to the rule of law and American constitutionalism. [ABSTRACT FROM AUTHOR]

In this critical case study, we examined the ways civic culture developed at an action civics summer camp and provided implications for civics teaching and learning. Findings highlight how the camp context produced and simultaneously failed to yield a culturally participatory inclusive civic culture. Specifically, we found the emphasis on dialogue, inquiry, and attention to place during the camp experience supported actors in developing positive civic culture exchanges. However, the civic culture that emerged at the camp also included white hetero-normative cultural practices and ideologies which discouraged participation among some students with non-dominant identities. Further, students of all identities did little to engage in civic experiences beyond the camp. We suggest that these shortcomings might be overcome by intentionally designing learning experiences to address these concerns, supporting counselors to understand how to mediate sensitive projects, and demonstrating to students how to perpetually engage with civic concerns. [ABSTRACT FROM AUTHOR]

This article attempts to explore the link between education and democracy. Education is supposed to serve as a unifying factor and socialization agent among citizens of a state; teaching them who they are and what their country expects of them. The role of the educational system is important for the state in building a civic identity and patriotism among students. In Bosnia-Herzegovina (BiH), students complete a "Democracy and Human Rights" civics education course in primary and secondary schools; however, the current pedagogical implementation of instilling a civic identity is low, with little attention paid to civic identity promotion. This article examines the notions of civic pride and education among high school seniors in BiH via statistical analysis of original field data (n=5,749 surveys; 78 high schools in 53 towns). Identity politics and ethnic saliency are explored, with concluding views on the lack of (perceived) rights among the Croat student population. Cross-cutting cleavages and interpersonal trust are low, with the ethnic promoted over the civic. [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.)

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty 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: Recent trends in Western civics education have attempted to secure democratic institutions from perceived threats. This paper investigates how political securitisation historically operated within civics textbooks in Australia and Aotearoa, New Zealand. It further evaluates how Māori, Aboriginal and other Indigenous peoples were variably incorporated or marginalised in these educational discourses. Design/methodology/approach: This discourse analysis evaluates a sample of civics textbooks circulated in Australia and New Zealand between 1880 and 1920. These historical sources are interpreted through theories of decoloniality and securitisation. Findings: The sample of textbooks asserted to students that their self-governing colonies required the military protection of the British Empire against undemocratic "threats". They argued that self-governing colonies strengthened the empire by raising subjects who were loyal to British military interests and ideological values. The authors pedagogically encouraged a governmentality within students that was complementary to military, imperial and democratic service. The hypocritical denial of self-government for many Indigenous peoples was rationalised as a measure of "security" against "native rule" and imperial rivals. Originality/value: Under a lens of securitisation, the discursive links between imperialism, military service and democratic diligence have not yet been examined in civics textbooks from the historical contexts of Australia and New Zealand. This investigation provides conceptual and pedagogical insights for contemporary civics education in both nations. [ABSTRACT FROM AUTHOR]

Highlights: − Civics teachers assess a broad content, but there are some core areas. − Different cognitive skills are measured focusing on reasoning skills, characterizing Civics. − Teachers use a variety of methods, though written assignments are most common. − Contextual factors and teachers’ beliefs strongly affect teacher agency in assessment decisions. Purpose: The aim is to qualitatively explore Civics teachers’ assessment decisions regarding content, skills, and methods in Swedish upper secondary schools. Methodology: Thematic analyses of assignments and interviews of thirteen Civics teachers in Swedish upper secondary school. Findings: The open Swedish curriculum and Civics syllabus enables teacher agency in assessment decisions and teachers do not find it necessary to assess all content. The thirteen teachers varied their assessment methods, which are mainly chosen from rationales other than measured content and skills. Teacher agency in assessment decisions is affected by teachers’ experiences and beliefs, Civics canonic traditions, and context, rather than education or curricular demands, except for a performative discourse focusing on grades. Research limitations/implications: Though limited to a small sample in Swedish upper secondary schools and Civics, findings may be applicable in similar open/flexible subjects and similar national contexts. [ABSTRACT FROM AUTHOR]

The purpose of the srudy are; (1) to describe the application of the Teams Games Tournament (TGT) learning model, and (2) to determine the improvement in the quality of learning through TGT Model. This research method is qualitative. It was found that 1) student test results in cycle I meeting 1 obtained an average student test result of 55.42 with a completeness percentage of 25%, cycle I meeting 2 obtained an average student test result of 63.33 with a completeness percentage of 38%, cycle II meeting 1 obtained an average student test result of 72.50 with a completeness percentage of 54%, cycle II meeting 2 obtained an average student test result of 85.83 with a completeness percentage of 100%, shows a significant increase in achievement. 2) The application of cooperative learning through TGT can improve the quality of student civic education learning outcomes. The average score of students' test results each cycle has increased. In cycle I meeting 1 obtained an average student test result of 55.42 with a completeness percentage of 25%, cycle I meeting 2 obtained an average student test result of 63.33 with a completeness percentage of 38%, cycle II meeting 1 obtained an average student test result of 72.50 with a completeness percentage of 54%, cycle II meeting 2 obtained an average student test result of 85.83 with a completeness percentage of 100%, shows a significant increase in achievement. [ABSTRACT FROM AUTHOR]

Highlights: - Few empirical studies elaborate on second-language (L2) students' civics learning. - A four-field model is provided as a conceptual framework and an analytical tool. - Four types of abilities and knowledge and their interaction with each other are highlighted. - Civics teachers play a crucial role in making the content knowledge comprehensible. Civics tasks are used by teachers to support both literacy development and civics learning. Purpose: This article explores the interrelationship between second-language students' literacy development and civics learning in studies focusing on L2 students' civics learning. Design/methodology/approach: The conceptual framework and the analytical tool in this thematic literature review consists of a four-field model in which the four key components of a. literacy abilities, b. disciplinary literacy abilities, c. prior knowledge, and d. content-area knowledge are in focus. Findings: It is suggested that an interaction between the four components (a-d) could support the students' civics learning and literacy development. Civics teachers play a crucial role in making the content knowledge comprehensible. Second-language students' language- and content-related difficulties are better understood in connection to the civics tasks and activities that they work with in civics classrooms. Practical implications: This article addresses issues of continuous education in civics for teachers in L2 civics classrooms. [ABSTRACT FROM AUTHOR]

In Lebanon, the aim of Civic Education transcends mere academic understanding; it seeks to impart comprehension of the government's structure and its operations, indicating a potential civic desert. While traditionally associated with textbooks or a specific curriculum, civics, in its essence, is about ingraining vital social skills. This involves nurturing abilities like communication and critical thinking, particularly in scenarios where traditions collide. Schools, especially those in conflict-stricken areas, shoulder the responsibility of presenting secular values to mitigate potential violence. A robust civics curriculum would necessitate discussions on current and pressing events. However, the prevalent baccalaureate curriculum in Lebanese schools tends to overshadow these crucial conversations. For impactful civic education, teachers play an indispensable role, embodying the values they teach and championing 'mindful learning.' Yet, they grapple with challenges, especially when broaching polarising subjects in a society often resistant to change. Ultimately, uplifting the standard of civic education is an academic imperative, and thorough research is vital to uncover methods that can fortify its delivery effectively. [ABSTRACT FROM AUTHOR]

Research has shown that youth and their communities benefit from civics education, with its aim to prepare citizens for democracy. However, civics education for adolescents in the United States is not equitable, and determining how to best measure aspects of civic development in younger adolescents is a challenge. In this qualitative study, we explored how the constructs of action civics and civic purpose might inform teachers, other practitioners, and researchers who are interested in understanding the kinds of educational opportunities that promote civic development in young adolescents. Specifically, we examined how activities characteristic of an action civics approach to civic education in the context of a week-long summer civics camp would influence young adolescents' thinking across the dimensions of civic purpose. We conducted focus groups with 49 young adolescents (entering 5th-9th grades) as they participated in the civics camp, and we analyzed transcripts using qualitative content analysis. Our findings reveal four key considerations for promoting civic purpose development in young adolescents: the importance of adult guides, the significance of developmentally matched activities, opportunities for growth in educating diverse and marginalized youth in the civics camp setting, and action civics as a curricular mechanism for promoting civic purpose. [ABSTRACT FROM AUTHOR]

The development of four language skills relevant to Pancasila and Civics should be the focus of English instruction for civics in higher education in Indonesia. Students should be exposed to civics-related material in English for Civics programs, and they should be given opportunities to use that information in their daily life to hone their English language and literacy abilities. It must give students of English a simple approach to learning about Pancasila, Indonesian history, politics, citizenship, geography, and culture. Students who participate in civic education develop the attitudes and abilities required for democracy, such as a feeling of civic responsibility, critical thinking, and agency. Unfortunately, because listening skills were neglected, pupils often have uneven skills. According to the questionnaire results, students wish to participate in English language learning activities that involve public speaking, debating, writing, reading, and hearing in Pancasila and civics class. The researchers employed a sociosemiotic viewpoint to assess the existing syllabus, lesson plan, resources, teaching journal, mid-test questions, and final test questions to understand the changes that need to be made. To better suit the needs and objectives of the learners and to foster English proficiency, it will be highly helpful to revamp the English for Civics teaching and learning process. English proficiency must be associated with academic performance and plays a crucial role in training students to be knowledgeable and engaged. [ABSTRACT FROM AUTHOR]

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]

The goal of this research is to gain an understanding of how Arab civics teachers in Israel teach material that is inconsistent with their beliefs and aspirations. To this end, I conducted qualitative research employing interpretative phenomenological analysis. The findings show that different teachers find different ways to deal with the challenge. One group of teachers concentrates on teaching the programme as it is in order to avoid getting into trouble. Another group cautiously introduces creative strategies to expose the students to the Arab narrative that does not appear in the programme. A third group deals with the challenge directly. [ABSTRACT FROM AUTHOR]

Recent research on the school-to-prison pipeline has exposed the disciplining and punishment of Black and Brown youth in today's school system. Given the convergence of racism and capitalism in the prison system, various marginalized community groups have called for its abolishment. Using teacher practitioner inquiry, this article asserts prison abolition as both curriculum and pedagogy in the civics classroom. Reflecting on the author's experience teaching a twelfth-grade civics class through prison abolition, this article highlights the transformative potential of an abolitionist framework for both curriculum and pedagogy, illustrating the possibilities and challenges of applying this work in practice. [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]

This study investigated how 8th-grade civics teachers kept their students engaged in learning during the abrupt shift to remote teaching caused by the COVID-19 pandemic in the spring of 2020. We analyzed the interview transcripts of 10 teachers who were piloting a new civics curriculum during the 2019–2020 school year. We found that three of 10 teachers leveraged technological tools to offer more authentic learning experiences for their students, which led to increased student engagement online. Implications for practice are discussed. [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]

Many civic education initiatives have developed across the United States in order to help prepare students for civic engagement in school-based settings. At the same time, research shows that quality of school-based civic learning opportunities remains insufficient, inconsistent, and inequitable. In this article, we propose a framework of civic learning dispositions based upon current social studies curricular resources from C3 Teachers. Based on a thematic review of civic dispositions embedded within this C3 Framework-aligned curriculum, we offer a framework to demonstrate how civic dispositions and the application of social studies learning (i.e., civic action) can be used in curriculum design to support a reinvigorated application of social studies learning. The framework, then, provides a theoretically informed, practical heuristic for teachers, researchers and curricular designers to both better understand and subsequently support their students' high-quality civic learning in the context of social studies teaching and learning. [ABSTRACT FROM AUTHOR]

In democracies, civic education aims at fostering a common civic identity that prepares citizens to embrace disagreements about basic values and settle conflicts in legitimate ways, an acute need following social, political, and media polarization. Using the Israeli media debate about civic education as a case study, this study illustrates how, in a deeply polarized society, the debate regarding civic education has become yet another tool for aggravating polarization and "othering" of the opposing side of the debate while bringing this polarization into the classroom. Using dialectic discourse analysis, this study strives to disclose the central discursive resources used by both liberal and conservative "camps" to appropriate central societal values toward their position on civic studies. It illustrates how each camp attempts to present itself as aligning with "neutral" political education by appropriating "nonideological" societal values to advance its approach toward civics. [ABSTRACT FROM AUTHOR]

Study this more focus highlight results study student on eye student an Civics . the results of the pre-research, it is obtained at form of; method frequent learning used by teacher is method conventional in the form of lecture, question and answer, discussion. What students have learned is not applied to everyday life, be it at school, at home, in the family, or in the community where they live. Average result _ study civics student class VI yet fulfil KKM value that has been determined school . the based results study, the interpretation of data and research facts is obtained as follows ; with a total of 26 students, in class IV C in the 2018/2019 academic year with a KKM of 75 which has been carried out 5 times on Monday and Wednesday, namely 1,5,7, 19,21, February 2018. The results obtained in the pre-cycle, namely 1 77 2, the average grade is 68, 15, the first cycle is 1 900.89, the average grade is 73 .11, the second cycle is 2230.00, the average grade is 8 5, 77 Then the lowest value there is a value of 50, although it is far from the KKM value, but this value can be supported by the highest score of 100, Furthermore, in the second cycle, 25 students completed the KKM, with a percentage above the KKM at 96% and 1 student incomplete with a percentage below the KKM at 4 %. [ABSTRACT FROM AUTHOR]

There is a growing trend within civics education within the United States to adopt the USCIS naturalization civics exam (commonly referred to as the 'citizenship test'), which consists of 100 multiple choice questions, to determine the civic readiness of students. This study explores civics education within eight US states that have adopted the 'citizenship test' model through the lens of citizenship conceptualizations evidenced within their high school civics state standards. Utilizing a directed content analysis, the researcher located more than 230 standards within three citizenship discourse categories: civic republican, liberal, and reconstructionist. Citizenship within the examined state standards, was largely conceptualized as civic republican in orientation (96%) and nested within untroubled assumptions of US society and desires for a common American identity that often crowded out attention to diversity and conflict and in doing so, mirrored exclusionary practices common to standardized, high-stakes assessments including the USCIS naturalization civics exam. [ABSTRACT FROM AUTHOR]

Support and engagement with the First Amendment among high school students is at a high level; however, little is known regarding the ways high school students learn about the First Amendment. This study examines what sources students learn about the First Amendment from, and if some sources are considered more valuable than others. This study focuses on three primary possible First Amendment sources: parents, classes, and media. This issue is examined through a survey of high school students. The study indicates that classes are the most frequent, and most valuable, source of First Amendment knowledge. [ABSTRACT FROM AUTHOR]

Using a student-centered approach, Generation Citizen's (GC) action civics model helps students gain civic knowledge and skills as they work together to take action on a local issue in their community. This paper draws upon reflections from GC's decade-plus of teaching action civics at scale in middle and high schools across the United States, highlighting drivers for nonpartisan civics education efforts in Texas, Oklahoma, California, Alabama, Massachusetts, Rhode Island, and New York. Reflections on GC's work also point to the opportunities and challenges that GC encountered as it scaled We suggest future directions for research and practice for nonpartisan action civics work into the next decade. [ABSTRACT FROM AUTHOR]

In recent years, state policy makers have passed legislation to improve civics education in order to address the persistently low levels of youth civic engagement. However, there is considerable disagreement about what types of learning experiences best prepare students to be active, engaged civic actors. Should students have direct instruction in democratic structures and processes so that students are well informed when they become adult citizens? Or should civics education facilitate opportunities for active learning, so students have civic experiences to draw on when they become adults? In this paper, I explore the relationship between exposure to active learning in civics and student civic knowledge using the 2010 eighth-grade NAEP civics assessment. I found that active learning experiences were positively associated with increases in student civic knowledge, but the effect size was small (0.02 standard deviations). However, I also found that different methods for measuring active learning produced different results, with some methods showing much larger effects for active learning activities (0.2 standard deviations). These findings suggest that careful attention must be paid to the design and calibration of measures of instructional practice if we seek to draw connections between instructional practice and students' civic knowledge. [ABSTRACT FROM AUTHOR]

This article details a national study of U.S. K–12 civics and government state-mandated standards, drawing specific attention to how Indigenous nationhood and sovereignty are represented. Utilizing QuantCrit methodologies informed by Tribal Critical Race Theory, this study makes visible colonial logics embedded within state civics and government standards that normalize the erasure of Indigenous nationhood, or that subtly and discursively erase Indigenous nationhood in other ways. Additional attention is also given to states that explicitly affirm contemporary Indigenous nationhood and sovereignty within the standards. By examining the ways state standards erase and/or affirm Indigenous nationhood and sovereignty, our hope is to support Indigenous and allied educators in their collective efforts to transform standards in their respective states to more responsibly reflect and support Indigenous nationhood and sovereignty. [ABSTRACT FROM AUTHOR]

This study present findings related to students' community and political engagement and activism after participation in an action civics institute. The institute, iEngage, is a weeklong summer experience for rising fifth through rising ninth graders that utilizes the action civics inquiry cycle to foster civic skills and cultivate participation and engagement in one's community. Through this 4-year longitudinal quantitative study, researchers evaluated youth participants' abilities, competencies, and experiences related to three civic constructs: community engagement, political engagement, and political activism. Results from the study show effective increases in students' participation within each of the three respective constructs and provide promising alternatives to the conventional teaching and learning of civics education. [ABSTRACT FROM AUTHOR]

The article intends to highlight the structure, functions, limits and potential of civic education in the school curricula. Introduced with Law nr. 92 of 08/20/2019, the discipline entered the classrooms starting from the school year following the date of entry into force of the Law, i.e. from September 2020, in the pandemic period. In the article, the historical excursus of civic education in Italy is reconstructed, starting from the work of the Constituent Assembly up to the present day. The structure given by the D.M. nr. 35 of 22 June 2020 with the three attachments contained, highlighting the potential and problematic issues that must be quickly solved for its application, from kindergarten to Secondary School. [ABSTRACT FROM AUTHOR]

In the immediate aftermath of the November 2016 election, Mark Lilla argued in the New York Times that in order to win, the Democratic party would need to replace identity politics with a unifying vision of citizenship. In this essay, Derek Gottlieb and Amy Shuffelton explore Lilla's use of the two major terms — identity and citizenship — revealing them to be equally susceptible to expansion, extension, and antipolitical corruption. Using the work of Richard Rorty, Stanley Cavell, Iris Marion Young, and Rita Felski, Gottlieb and Shuffelton amend the dichotomy that Lilla draws, showing that the project of fostering a national imaginary capable of unifying publics across differences will require a process of what Felski calls "identification." The authors conclude by noting and describing civics courses as the ideal settings for the cultivation of a willingness and ability to identify across differences. [ABSTRACT FROM AUTHOR]

California delivers Integrated English Literacy and Civics Education using performancebased instruction and assessment. This ensures English language learners are prepared to participate in society as workers, parents, and active community members. This article describes the 20-year-old program's history, structure, requirements, and successes. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 discussion paper canvasses recent developments in policy directions connected to social and citizenship education in Australia during these disrupted times. In particular, it compares the recent Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) with the previous Melbourne Declaration on Educational Goals for Young Australians (Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA], 2008) with regard to social and citizenship education, and the implications the new Declaration may have for the updated Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2020). The paper also discusses the renewed focus on civics and citizenship education at the Federal level and in the State of Victoria. Finally, the paper discusses increased opportunities for connections to be made between the civics and citizenship curriculum and the cross-curriculum priorities, general capabilities and student voice and agency programs. [ABSTRACT FROM AUTHOR]

How should education be structured to most effectively increase civic outcomes such as political knowledge and democratic values? We present results from a field experiment in which we compare the effects of deliberative education and traditional teacher-centered education. The study is the largest field experiment on deliberative education to date and involved more than 1,200 students in 59 classrooms. We test the effects on four forms of civic competence: political knowledge, political interest, democratic values, and political discussion. In contrast to previous research, we find little evidence that deliberative education significantly increases civic competence. [ABSTRACT FROM AUTHOR]

This article attempts to contribute to the growing scholarly conversation at the nexus of immigration, citizenship, and civics education. This paper seeks to shed light on what is taught about undocumented immigrants by starting with civics class, where concepts such as the rights of citizens and immigrants are traditionally taught. Specifically, the paper analyzes civics textbooks, a cornerstone of the formal civics curriculum. Utilizing a theoretical framework of Critical Human Rights Education, this content analysis investigates how civics textbooks adopted in one midwestern state portray undocumented immigrants. Key findings suggest that civics textbooks assume all students are citizens, that it is easy to become a citizen, and that undocumented immigrants are problems. Further, by assuming that all students are citizens, and enjoy rights such as voting, civics textbooks render undocumented students invisible. The article concludes with implications and recommendations for teachers and teacher education programs. [ABSTRACT FROM AUTHOR]

This essay explores the civic education of refugees within the context of a radical global policy shift to include refugees in national education systems. I argue that this shift has promoted structural inclusion of refugees in national schooling but has not adequately engaged with the relational processes of inclusion. I explore two central dilemmas for civic education in this context: the dilemma of nation-state-centric curriculum and national narratives that do not include refugees; and the dilemma of marginalisation of refugees within national education systems and limited spaces for refugees to imagine or enact civic behaviours. I examine these dilemmas through a synthesis of existing literature, both historical and contemporary, that addresses civic dimensions of the educational experiences of refugee children while also drawing on my original research with refugee children and in refugee-hosting schools and from interviews with national and global actors. I conclude with reflections on the implications of these dilemmas for future research to inform school-based practices in refugee education. [ABSTRACT FROM AUTHOR]

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The main axis of the narration in this article is the analysis of the electoral activity of young Poles from the perspective of the formal program of Citizenship Education in the area of shaping the attitudes of young people as active voters. The first part of the article presents the context of Polish civil society and the electoral activity of young Poles. The Author connects the analyses of youth electoral patterns to with the assessment of effectiveness of formal education, including textbook messages, in shaping and developing civic engagement in youth. The article presents the analysis of textbooks for civic education, as well as indicates some non-textual contexts for implementing civic education in Poland. The analysis of citizenship education textbooks becomes an opportunity to approximate multi-faceted challenge of shaping civil attitudes among young people in Poland. [ABSTRACT FROM AUTHOR]