Teaching for Democratic Action

Abstract

Current school reform policies that emphasize standardized tests and a narrow curriculum leave students without skills they need to participate effectively in democratic societies. This article exposes these reforms as inadequate and draws on research regarding school-based programs that seek to teach good citizenship to detail three visions of citizenship commonly found in school programs: personally responsible, participatory, and social justice-oriented. Personally responsible citizenship is the most commonly pursued but has little to do with democratic thought and action. The article concludes with three recommendations for practice.

Strengthening civic education through project citizen as an incubator for democracy education

“…This is because, through project citizenship, students are able to find integration of human potentials, integration of institutions, integration of curriculum, integration of learning domains, integration of three centers of education, integration of theory and practice, and integration of learning activities because students are able to understand the relationship between civic education and the field of science that is their expertise (Muchtarom et al, 2016;Nurdin & Dahliyana, 2017). Thus, this project is able to enumerate the three visions of citizenship commonly found in colleges or universities, namely, being personally responsible, participatory, and oriented towards social justice (Boontinand & Petcharamesree, 2018;Westheimer, 2015). The project can adapt to rural and urban contexts, ages, backgrounds, needs, and interests of different citizens (Ngozwana, 2017).…”