A Theory of Change for Scaling Critical Civic Inquiry

Autor/inn/en	Kirshner, Ben; Zion, Shelley; Lopez, Solicia; Hipolito-Delgado, Carlos
Titel	A Theory of Change for Scaling Critical Civic Inquiry
Quelle	In: Peabody Journal of Education, 96 (2021) 3, S.294-306 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2021.1942708
Schlagwörter	Educational Change; Critical Theory; Civics; Inquiry; Activism; Power Structure; Social Justice; Learner Engagement; Teaching Methods; Program Implementation; Educational Innovation; Student Attitudes; Urban Schools; Secondary School Students; Colorado (Denver) + Suchen Sie Ihr Suchwort? Bildungsreform; Kritische Theorie; Staatsbürgerkunde; Aktivismus; Politischer Protest; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Schülerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler
Abstract	Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this literature has not grappled sufficiently with issues of power that come to the fore when the innovation, such as student activism, challenges dominant systems and practices. We draw on theories of antiracist education and community organizing to propose a theory of change for scaling and sustaining justice-centered civic learning. We situate this argument in examples from a research-practice partnership that has sought to scale a district-sponsored program that works with teachers and students to raise awareness about injustices and to catalyze student engagement in action research and policy change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01