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Autor/inn/en | Murray-Everett, Natasha C.; Demoiny, Sara B. |
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Titel | Troubling "Active": Elementary Teacher Candidates' Framing of Active vs. Passive Citizenship |
Quelle | In: Theory and Research in Social Education, 50 (2022) 3, S.375-401 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0093-3104 |
DOI | 10.1080/00933104.2022.2073852 |
Schlagwörter | Citizenship Education; Preservice Teachers; Elementary School Teachers; Civics; Elections; Social Studies; Preservice Teacher Education; Social Justice; Student Attitudes; Methods Courses; Citizen Participation; Voting; Knowledge Base for Teaching; News Reporting; Political Attitudes; Current Events; Critical Literacy Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Staatsbürgerkunde; Election; Wahl; Gemeinschaftskunde; Lehramtsstudiengang; Lehrerausbildung; Soziale Gerechtigkeit; Schülerverhalten; Methodisch-didaktische Anleitung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Abstimmung; Teaching theory; Theory of teaching; Unterrichtstheorie; News report; Reportage; Political attitude; Politische Einstellung; Aktualität; Kritisches Lesen |
Abstract | This instrumental case study examines how elementary teacher candidates (TCs) came to understand citizenship and civic engagement after participating in a news group project during the 2020 presidential election season. TCs formed a binary understanding of civic engagement as "passive" vs. "active," viewing themselves as active citizens as they became more informed on policy issues, participating in dialogue with those who had opposing views, and using their vote to "help" others. However, their thinking remained rooted in an individual, intellectual space rather than one that calls for collective action. By troubling this active and passive binary, we recognize the work still needed to expand TCs' understandings and knowledge of citizenship. We urge social studies teacher educators to center critical forms of citizenship that emphasize collective action needed to help dismantle systemic oppression for a more equitable and just society. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |