Educating for Democracy: Reflections from a Work in Progress

Autor/in	Ferman, Barbara
Titel	Educating for Democracy: Reflections from a Work in Progress
Quelle	In: Journal of Political Science Education, 8 (2012) 3, S.231-250 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2012.695966
Schlagwörter	North Americans; Young Adults; Negative Attitudes; Political Science; Civics; Undergraduate Study; Curriculum Development; Field Experience Programs; Experiential Learning; Citizenship Education; Democracy; Citizen Participation; Adolescents; Knowledge Level; Government Role; Cultural Relevance; Reputation; Individualism; Educational Responsibility; Role of Education; Social Justice; School Community Relationship; Federal Government + Suchen Sie Ihr Suchwort? Young adult; Junger Erwachsener; Negative Fixierung; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Staatsbürgerkunde; Grundstudium; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Praxisnahes Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Demokratie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wissensbasis; Individualismus; Erziehungsverantwortung; Bildungsauftrag; Soziale Gerechtigkeit; Bundesregierung
Abstract	Why are Americans, and young Americans in particular, so turned off to government and politics? And, what can be done to arrest these trends? In this article, I suggest that three primary, and mutually reinforcing, trends, which can be summed up as the "relevance factor," the "negativity factor," and the "triumphant market factor," have conspired to preempt any interest in government and politics on the part of young people. Consequently, these young people do not develop the skills and knowledge that democratic participation requires nor do they see a need to do so. As educators, however, we have a unique opportunity to address these barriers and, thus, to help repair a key aspect of our democratic fabric--the willingness and ability of citizens to participate in the well-being of the society and its political institutions and processes. This article presents a case study of such an effort at Temple University, a large public institution with a diverse student body located in the heart of Philadelphia. (Contains 21 notes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10