"I Look Deep into This Stuff Because It's a Part of Me": Toward a Critically Relevant Civics Education

Autor/inn/en	Clay, Kevin L.; Rubin, Beth C.
Titel	"I Look Deep into This Stuff Because It's a Part of Me": Toward a Critically Relevant Civics Education
Quelle	In: Theory and Research in Social Education, 48 (2020) 2, S.161-181 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1680466
Schlagwörter	Civics; Teaching Methods; Culturally Relevant Education; Minority Group Students; Student Attitudes; Race; Social Justice; Mass Media; Family Relationship; Information Sources; News Reporting; Critical Theory; Grounded Theory; Citizenship; Action Research; Participatory Research; Achievement Gap; Racial Differences; Racial Bias; Social Class; Disadvantaged + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Rasse; Abstammung; Soziale Gerechtigkeit; Massenmedien; Information source; Informationsquelle; News report; Reportage; Kritische Theorie; Staatsbürgerschaft; Projektforschung; Forschungstätigkeit; Rassenunterschied; Racial discrimination; Rassismus; Social classes; Soziale Klasse
Abstract	In communities historically shaped by processes of "de jure" and "de facto" segregation; police repression; and lack of access to equitable housing, jobs, and labor-rights, young people find very little of this content reflected in their school-based learning. These societal "civics lessons" indicate the need to move beyond the aim of closing the "civic opportunity gap" and toward a more relevant, critical--even transgressive--approach to civic learning in school. In this article, the authors look across their individual studies to consider how young people of color experienced and interpreted current forms of racialized injustice, how their school-based civic instruction intersected with these experiences, and where they turned to explore these dilemmas. Findings reveal that youth engaged with various out-of-school resources, including family members and new media platforms, to investigate and interpret racialized injustice. Through these findings we developed a grounded theory of school-based civics education that we call "critically relevant civics," an approach that embraces the out-of-school resources that young people tap into to navigate the civic world and grapple with the precarious nature of their citizenship status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01