The Impact of an Action Civics Program on the Community &amp; Political Engagement of Youth

Blevins, Brooke; LeCompte, Karon; Riggers-Piehl, Tiffani; Scholten, Nate; Magill, Kevin Russel

doi:10.1080/00377996.2020.1854163

Cited by 8 publications

(7 citation statements)

References 45 publications

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“…iEngage offered participants opportunities to engage in critical reflection, weigh political efficacy, and consider engagement in and beyond classrooms (Blevins et al, 2021; Vaughn & Obenchain, 2015) in developmentally appropriate ways. Students were able to engage in catalyzing political events that affect them personally when provided space for action civics inquiry projects, connecting with stakeholders at the community issues fair, and engaging in Expert Pitch presentations (Kennedy et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“I Really Want to Do Something”: How Civic Education Activities Promote Thinking Toward Civic Purpose Among Early Adolescents

Bauml

Quinn

Blevins

et al. 2021

Journal of Adolescent Research

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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.

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Section: Discussionmentioning

confidence: 99%

“I Really Want to Do Something”: How Civic Education Activities Promote Thinking Toward Civic Purpose Among Early Adolescents

Bauml

Quinn

Blevins

et al. 2021

Journal of Adolescent Research

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“…PjBL is an active student-centered form of instruction characterized by students' autonomy, constructive investigations, goal setting, collaboration, communication, and reflection using real-world practices (Kokotsaki et al, 2016;Mosier et al, 2016;Chen & Yang, 2019;Virtue & Hinnant-Crawford, 2019;Blevins et al, 2021). Scholars have established positive relationships between the use of PjBL and engagement, 21st-century learning, and the culture of the community and the school (Mosier et al, 2016).…”

Section: Problem-based Learning and Project-based Learningmentioning

confidence: 99%

“…The use of PjBL or PBL in civic education has become more frequent in recent decades (Du et al, 2007;Johnson & Morris, 2010;Larmer, 2018;Du & Chaaban, 2020;Pratiwi & Wuryandani, 2020;Bauml et al, 2021;Blevins et al, 2021;Martínez-Cousinou et al, 2021;Smith et al, 2021). For example, Du et al (2007) found that PBL courses on democracy conducted in different parts of the world were more effective than lectures in promoting democratic principles.…”

Section: Project-based Learning Problem-based Learning and Civic Educ...mentioning

confidence: 99%

Active civic education using project-based learning and attitudes towards civic engagement

Akirav

2024

ijpbl

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The paper investigates the effect of active civic education using project-based learning (PBL) on attitudes towards civic engagement in a heterogeneous society. The study used a qualitative research approach involving a content analysis of responses to open-ended questionnaires, students' reports and weekly discussions with the students. The study examines whether the PBL teaching approach, which was developed in medical schools, can be an effective tool for use in civic studies to promote civic engagement of college students in a multi-ethnic society. Active civic education matters; it prompted non-Jewish minority students in Israeli society to consider future civic engagement, and improved their understanding of the concepts of accountability, transparency, civil and human rights, and the ability of individuals in a democracy to obtain answers from their government. It also underscored their ability and obligation to contribute to their communities.

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“…The repercussions of HB 3979 and SB 3 and similar legislation are monumental. In our work with the iEngage Civics institute and our broader research in the field of civics education, we have found how powerful it is when students interact with like-minded adults who are engaged themselves in social action within their communities (Bauml, Smith, & Blevins, 2021; Bauml, Quinn, et al, 2021; Blevins et al, 2021; Blevins et al, 2020; Blevins et al, 2018). Many of these individuals and organizations participate in public lobbying and social and public policy advocacy.…”

mentioning

confidence: 99%

“…In addition, some of the most powerful experiences for our students include visiting one-on-one with local, state, and national legislators and proposing potential policy solutions for community issues through direct forms of communication-opportunities now banned in Texas public schools. The nature of local, collaborative, and dialogical engagement with like-minded adults in social inquiry projects is key to valuing students’ communities of cultural wealth, increasing students’ confidence in their civic funds of knowledge, and affirming students’ role in decision making and problem solving (Ballard et al, 2016; Blevins et al, 2021; Llewellyn & Westheimer, 2009; Mitra & Serriere, 2012; Yosso, 2005; Zeldin et al, 2005).…”

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confidence: 99%

Research on Equity in Civics Education

Blevins

2022

The Journal of Social Studies Research

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In times of political and social unrest, the United States has looked to social studies and civic education as a way to encourage the health of its democracy (Equity in Civic Education Project, 2020;Vickery, 2017). Rising political and social polarization and ongoing concerns about the future of American democracy have, once again, encouraged increased attention on social studies and civic education. In some instances, this increased attention has resulted in expanded opportunities for civic education, while in other instances decreased or censored opportunities for authentic participation. Attempts to either expand or stifle opportunities for civics education and civic engagement are rooted in an understanding that civic education is a powerful tool that has the potential to shape the future of our democracy and its citizens, for better or for worse. Of course, definitions and characterizations of a "healthy" democracy and "good" citizenship are highly contested as are the goals of civic education (Camicia & Knowles, 2021;Castro & Knowles, 2017). Not surprisingly, then, while most agree on the importance of preparing future citizens and the necessity of civic education, a divide is apparent over its specific aims and how to achieve these aims. This debate over the best practices and aims of civics education is certainly not new (Evans, 2004;Ross, 2014; Sears & Hughes, 1996), as how citizenship and civic education are conceived largely depends on the intellectual interest groups in power.Historically, the aim of civics education has been to cultivate personally responsible, socialized citizens that exhibit a strong sense of national identity, individual freedom, and patriotism (Litt, 1963;Marquette & Mineshima, 2002). Defined by Westheimer and Kahne (2004) as citizens who are "law-abiding members of the community" and who possess "good character," and "honesty," (p. 240), personally responsible citizenship aligns with McLaughlin's (1992) description of minimal citizenship, a description that carries with it specific legal or formal connotations. Civics education, into the 1960's, provided a surface-level glance at government and civic topics during a single secondary course. This intellectual and experiential distance from students was apparent, as government courses focused little on the rights and responsibilities of citizens (Galston, 2004). Corresponding with the constructivist movement of the 1970's and 1980's, however, civics education proponents abandoned the passive characterization of students. However, the political climate after the terrorist attacks of September 11, 2001 created an emphasis on conformity, patriotism, and civic duty, and marginalized the emphasis on democracy and diversity (Bellows, 2012;Boyte, 2003;Westheimer, 2006). Abowitz and Harnish (2006) suggest that within the context of the "wars on terrorism" in Iraq and Afghanistan, the rhetoric of citizenship moved away from a political liberal stance emphasizing rights and towards policy and legislation rooted in civic republican ideals s...

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The Impact of an Action Civics Program on the Community & Political Engagement of Youth

Cited by 8 publications

References 45 publications

“I Really Want to Do Something”: How Civic Education Activities Promote Thinking Toward Civic Purpose Among Early Adolescents

“I Really Want to Do Something”: How Civic Education Activities Promote Thinking Toward Civic Purpose Among Early Adolescents

Active civic education using project-based learning and attitudes towards civic engagement

Research on Equity in Civics Education

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