Troubling "Active": Elementary Teacher Candidates' Framing of Active vs. Passive Citizenship

Autor/inn/en	Murray-Everett, Natasha C.; Demoiny, Sara B.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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