Discussing Critical Civic Education Dilemmas with Pre-Service Elementary Teachers as a Form of Democratic Education

Abstract

ABSTRACT Teacher educators preparing elementary pre-service teachers (PSTs) as civic educators face significant challenges in the current polarized political environment. This article discusses normative case studies as a pedagogical approach for supporting PSTs to teach critical civic education . Through discussion of the case study, PSTs engage in democratic deliberation about ethical principles and values, and critically self-reflect on their own emotional investments to decide among possible courses of action. I provide an abbreviated case study about the ethical dilemma of partisanship and promoting children’s agency when teaching critical civic education. I discuss how teacher educators could use the case study to prepare PSTs for the challenges they are likely to face implementing critical civic education in their future classrooms. I conclude by discussing two dilemmas teacher educators themselves face when implementing the case study approach with PSTs amidst contentious political debates about civic education.