scholarly journals Correction to: Civic education as an antidote to inequalities in political participation? New evidence from English secondary education

2021 ◽  
Author(s):  
James Weinberg
Keyword(s):  
Secondary Education ◽  
Political Participation ◽  
Civic Education ◽  
New Evidence

Protest und Partizipation

2020 ◽  
Keyword(s):  
Political Participation ◽  
Political Culture ◽  
Civic Education ◽  
Decision Makers ◽  
Educational Institutions ◽  
The Political ◽  
Special Role ◽  
Political Decision ◽  
Current Crisis ◽  
Accepted Practice

In democracy, political participation is seen as the most important way for citizens to communicate information to political decision-makers (Sydney Verba) and the bureaucracy affiliated to them. Protest plays a special role here among the political and cultural varieties of participation, since it can be seen as a symptom of democratic defects or as an expression of a living, transformative democracy. Civic education situates itself in relation to this particular form of expression of political culture in a multidimensional way: it transmits basic democratic values to educational institutions and marks the boundaries of accepted practice of protest quite differently. This can also result in a transformative practice of protest (Banks), which is also discussed in this volume. In it, the authors resurvey the field of political education according to the conditions of the current crisis-ridden transformation in democracy. This anthology was created to document the 2017 Münster Conference of the DVPW-Committee on Political Science and Civic Education.

The teaching of mathematics in Italian schools

1954 ◽  
Vol 47 (3) ◽  
pp. 162-166
Author(s):  
Beniamino Segre
Keyword(s):  
World War Ii ◽  
Secondary Education ◽  
Civic Education ◽  
General Situation ◽  
Past Century ◽  
School Buildings ◽  
World War ◽  
Radical Reform ◽  
The Past ◽  
Teaching Of Mathematics

During the past century secondary education in Italy has frequently been subject to modification and, sometimes, even radical reform. At the end of World War II the Italian secondary schools were left in a serious plight as a result of the general situation of the country, the destruction of school buildings, and, above all, through the baneful effect of fascism. For these reasons the former minister Gonella recently put forward a new measure of reform, the details of which are now about to be discussed by Parliament. This reform would have the effect of reducing the number of teaching hours, of co-ordinating and lightening the chaotic and overloaded syllabi, and of adding civic education and character formation to the curriculum.

Civic Education and Political Participation

2003 ◽  
Vol 85 (1) ◽  
pp. 29-33 ◽  
Author(s):  
William A. Galston
Keyword(s):  
Political Participation ◽  
Civic Education

“My Student Was Apprehended by Immigration”: A Civics Teacher's Breach of Silence in a Mixed-Citizenship Classroom

2015 ◽  
Vol 85 (3) ◽  
pp. 383-412 ◽  
Author(s):  
Dafney Blanca Dabach
Keyword(s):  
Political Participation ◽  
Civic Education ◽  
Qualitative Case Study ◽  
School Site ◽  
Citizenship Rights ◽  
Undocumented Youth ◽  
The Face ◽  
The Impact ◽  
Mixed Status

In this article, Dafney Blanca Dabach investigates how teachers and their students of different citizenship statuses navigate tensions in formal state-sponsored citizenship education. In traditional US high school civics courses, undocumented immigrant youths' liminal status is often invisible and overlooked as undocumented youth are educated alongside their peers who have full citizenship rights. Disjunctures between idealized rights and structural exclusions become barriers to meaningful civic education. Through this qualitative case study, Dabach examines the possibilities of a teacher's brokering role across different forms of knowledge and experience in a classroom that included undocumented immigrants, naturalized immigrants, and US-born students whose parental origins spanned twelve countries across five continents. She asks: How do civics teachers who are aware of their students' varied citizenship statuses discuss political participation in mixed-status classrooms during nationally focused events, such as elections? And, how do students of differing citizenship statuses respond during such times? Dabach demonstrates how the teacher apprenticed youth into practices of political participation while recounting narratives about the impact of immigration deportation policies at the local school site. In doing so, the teacher breached norms of silence, interrupting norms that contribute to maintaining status quo exclusions. This case study documents how the teacher simultaneously socialized youth of different citizenship statuses in ways that they found meaningful—across citizenship types. This work contributes to conceptualizing how civic education may be more inclusive in the face of systematic exclusions.

Why Has Civic Education Failed to Increase Young People's Political Participation?

2014 ◽  
Vol 19 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Nathan Manning ◽  
Kathy Edwards
Keyword(s):  
Political Participation ◽  
Civic Education ◽  
Electoral Politics ◽  
Political Engagement ◽  
Primary Reason ◽  
Structural Barriers ◽  
Recent Systematic Review ◽  
Positive Effects ◽  
Mechanistic Approach ◽  
Sociological Literature

Recent years have seen a revival of civic education. Advocates of this policy have cited the alleged declining normative political participation of young people as a primary reason for its need. This paper builds on the findings of a recent systematic review that examined the effect of civic education on young people's level of normative political engagement. The review found little evidence for civic education having a clear effect on voting/registering to vote, but did identify modest positive effects on forms of political expression (e.g. signing petitions). Hence, it seems civic education has broadly ‘failed’ in its specified aim. We argue here that this ‘failure’ reflects a mechanistic approach to policy and a naive notion that ‘knowledge will result in action’, neglecting insights from sociological literature that shows structural barriers to young people's political participation and the displacement of electoral politics by new hybrid and creative forms of participation.

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