Civic Education in a Politically Polarized Era

Autor/inn/en	DiGiacomo, Daniela Kruel; Hodgin, Erica; Kahne, Joseph; Trapp, Sara
Titel	Civic Education in a Politically Polarized Era
Quelle	In: Peabody Journal of Education, 96 (2021) 3, S.261-274 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kahne, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2021.1942705
Schlagwörter	Civics; Democracy; Citizenship Education; Diversity; Racial Differences; Ethnicity; Ideology; Political Issues; Public School Teachers; Barriers; Social Influences; Political Influences; Teaching Methods; School Districts; Political Affiliation; Secondary School Teachers; School Role + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Demokratie; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Rassenunterschied; Ethnizität; Ideologie; Politischer Faktor; Sozialer Einfluss; Political influence; Politischer Einfluss; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Politisches Interesse
Abstract	A healthy democracy requires informed citizens on all sides of the political spectrum but extreme political polarization creates significant challenges. This study examines how teachers conceptualize civic education in an ideologically and racially diverse school district. Embedded within a research-practice partnership, this case offers timely insight into what civic education means to public school teachers in a politically polarized era and identifies three key problems of practice: teachers' conceptualizations of civic education vary widely; teachers report an array of external challenges to integrating civics in their classrooms; and sociopolitical context differentially shapes teachers' ideas about how to adapt their classroom practices. Overall, teachers recognize an increasingly grave need to develop students' civic skills and dispositions, but do not feel systematically supported to provide such opportunities. These problems of practice can offer insight into how to best provide high-quality civic-learning experiences for students, especially in politically polarized times. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01