Using inquiry to promote democratic citizenship among young adolescents during summer civics camps

Abstract

The purpose of this study was to examine how participation in small-group inquiry projects at a summer civics camp contributed to middle schoolers’ beliefs about themselves as citizens and influenced their general and individual conceptions of citizenship. Using an action civics model for their projects, participants worked in small groups to identify an issue in their community, study its root causes and propose solutions. This study utilized a convergent mixed-methods approach involving the collection of both pre- and post-surveys and qualitative data (exit tickets, advocacy projects and semi-structured interviews) to investigate the research questions. Participants for this study included 108 middle schoolers (entering fifth to ninth grade) who attended a free, week-long summer civics camp hosted at two private universities in the United States. Utilizing Westheimer and Kahne’s citizenship typology to analyze the data, three primary findings emerged. Firstly, some students’ conceptions of citizenship did shift slightly towards more participatory and justice-oriented notions of citizenship, although their predominant orientations towards democratic citizenship remain personally responsible. Secondly, students began to appropriate the citizenship frameworks used during the camp to nuance and expand their understandings citizenship and advocacy. Finally, students began to see ways they could use their voice to advocate for change in their communities. This research showcases how inquiry might enhance democratic citizenship education in a global world through interaction with others, responding to one’s community, developing civic knowledge, critically investigating issues and allowing for multiple solutions.

The importance of civic culture: Toward intellectual solidarity and community agency

“…In civics education, dialogue can help unearth the issues students encounter in their everyday lives and as part of the formal curriculum (Dilworth, 2004;Journell, 2011;Mirra and Garcia, 2020;Parker and Hess, 2001). Researchers have argued that through dialogue, students are better able to work through problematic epistemological and ontological norms associated with civic hegemony (Blevins et al, 2020;Magill and Salinas, 2019;Subedi, 2008). Dialogical mediation helps students rationalize social concerns and more fully consider how their own identities relate to civic knowledge, skills, and dispositions (Avery et al, 2013;Subedi, 2008).…”

“…Many students described feeling more enlightened about civic engagement after participating in Youth Act and the potential to be more engaged citizens as adults. However, most felt like it would be challenging to be engaged as citizens outside the camp before they were adults (Blevins et al, 2020). The civic culture created in the camp allowed students to work through the challenges and fear of being engaged in real and perpetual civic activities; however, many students still felt challenged to do citizenship outside the confines of camp without the camp leaders, structures, or developed communities of support.…”

“…Dialogue is a vital tool for developing the type of shared community needed to engage as citizens. Dialogue helps reveal civic identities and create commonality in civic communities (Blevins et al, 2020;Freire, 1970;Magill and Blevins, 2020). In civics education, dialogue can help unearth the issues students encounter in their everyday lives and as part of the formal curriculum (Dilworth, 2004;Journell, 2011;Mirra and Garcia, 2020;Parker and Hess, 2001).…”

Research on Equity in Civics Education

“…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.…”

Teaching Disciplinary Literacy through Historical Inquiry: Training Teachers in Disciplinary Literacy and Historical Inquiry Instructional Practices

“…While content-based learning teaches students the facts and information within a discipline, inquiry-based learning concurrently develops critical thinking skills applicable to all aspects of a student's education, including the skills and practices needed to develop democratic citizens. Specifically, historical inquiry enhances the meaningful connections in learning the content and concepts of the discipline that are needed to make well-informed decisions, deliberate ideas, and understand the importance of reliable evidence to substantiate claims (Banks, 2014; Blevins et al, 2020; Engle & Ochoa, 1986, pp. 514–525; Fang & Coatoam, 2013; Kohlmeier & Saye, 2019; Ravitch & Viteritti, 2001; Spires et al, 2016).…”