Abstract
Civic education is associated with the development of democratic capacity. However, this concept is measured using a limited battery of metrics (e.g., trust in government) that do not adequately capture the political sentiments of racially marginalized youth. Drawing from conversations with Chicago high school students and their teachers, I argue that democratic capacity should comprise a broader set of attitudes and behaviors, including political empowerment and acts of public voice. In the process, I identify one pedagogical technique associated with the development of empowerment: historically grounded conversations about politics that validate students’ distrust of government. Nationally representative survey data suggests that civic learning experiences of this kind are associated with feelings of political empowerment and that empowerment is associated with multiple forms of political participation, particularly among Black and Latinx youth. Overall, this study provides a path forward for those interested in reimagining civic education in the U.S.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: The ANNALS of the American Academy of Political and Social Science
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.