Civic Education Research Articles

Application and Use of Rhetoric in the Scientific Field of Civic Education

Studying rhetoric means discussing the concept and application of a philosophy of science in a particular scientific field. The philosophy of science is all human thoughts spontaneously respond to every problem in the context of the basic concept of the formation of a science or the relationship between one science and another for the good of mankind In this method to be able to study rhetoric as a use and application in the scientific field of civic education we can use literature study or literature study. A systematic scientific method of literature. In the explanation above, the application of rhetoric in the scientific field of civic education is a form of branch of science that aims to form good and smart citizenship in civic life. So in the delivery of civic education science in delivering learning material can be done by providing logical arguments by showing evidence directly or indirectly to be able to prove scientific Civic education application of rhetoric in scientific midwives Civic education is a branch of the discipline of law and politics packaged in education which aims to form Smart and Good Citizenship. With good, ethical, and emotional delivery supported by the delivery of strong and accurate evidence, and can argue logically in presenting the evidence.

The Actualization of Civic Education as a Solid Foundation for Youth in Countering Secularism

Civic Education holds significant importance as a scientific field in cultivating the moral values of the Indonesian population and shaping the future image of the country. In the present era, there is an urgent need for Civic Education among the Indonesian people, particularly the youth, to establish a solid national foundation and develop noble character traits that will protect them from the influence of secularism pervading society. Secularism is viewed as a formidable adversary to the Indonesian people, and it is crucial to prevent the younger generation from embracing such ideas within the boundaries of the Indonesian state. This article adopts a literature review approach, incorporating articles from various credible sources such as SAGE Journal, Google Scholar, and relevant books, in order to enhance the credibility and accuracy of the research findings. The outcomes of this study will comprehensively illustrate the implementation of Civic Education as a means to empower youth in firmly opposing the spread of secularism in Indonesia. The role of youth in shaping the nation's civilization is of utmost significance, as they serve as the vanguard in safeguarding against the encroachment of secularism and strive towards realizing the national ideals of independence, unity, sovereignty, justice, and prosperity

Single Mothers Association of Kenya (SMAK) and the Fight to Stay Put on the Ziwani Estate in Nairobi

This Reflection discusses the fight to stay put on the Ziwani Estate in Nairobi, in the face of the redevelopment (gentrification) of one of the first East African public housing projects developed in Kenya under colonial rule. The Single Mothers Association of Kenya (SMAK), a community-based organization founded on the Ziwani Estate, is leading the fight for/with Ziwani residents. SMAK is focused on land and housing rights, capacity building for the community on these rights, advocating against illegal eviction, and fighting against gentrification, densification, and homelessness. Under immediate threat SMAK found local and global allies in academia, civil society, and in UN bodies. They have had some important wins on the preservation and conservation of Ziwani historic places and people based on unexpected academic collaborations and on their own activism which they believe requires civic education, domestic and international lobbying, and possibly legal struggle.

Voices in Education: Bolstering Social Studies Education and Revitalizing Democracy Through Action Civics

The University of Southern California (USC) Democracy Project responds to the inadequacies of traditional civics education, particularly its failure to engage marginalized students in meaningful democratic participation. Grounded in the theories of John Dewey and Paulo Freire, the project uses an action civics model to connect students with real-world issues, promoting critical thinking, collaboration, and civic responsibility. This article describes the curriculum development process, highlighting partnerships with teachers and community stakeholders and a pilot study involving 23 diverse educators. Using a mixed methods approach—including pre-surveys, classroom feedback, and artifact analysis—the pilot revealed strong alignment with civics education standards. Notably, 95% of teachers rated the curriculum highly relevant, and students showed increased engagement and leadership in addressing issues like environmental justice and reproductive rights. Action civics helped bridge equity gaps by empowering students from underserved communities to take localized civic actions, such as public campaigns and advocacy projects. This research underscores the potential of action civics to revitalize civics education. The project calls for expanding across grade levels, integrating media literacy to help students critically navigate digital spaces, and scaling the curriculum to prepare students for the complex challenges of democratic life.

The Rise of Populism and Its Impact on Democratic Institutions: A Comparative Analysis of Global Trends

This article explores the rise of populism and its impact on democratic institutions through a comparative analysis of global trends, using a qualitative methodology based on literature review and library research. Populism, characterized by its anti-elite rhetoric and appeal to "the people," has gained significant traction across diverse political landscapes in recent years, affecting both mature and emerging democracies. The study examines the ways in which populist leaders and movements challenge key democratic principles, such as the separation of powers, judicial independence, and the integrity of the media. Drawing on case studies from various regions, including Europe, Latin America, and the United States, the research identifies common patterns in the populist approach to governance, particularly in the undermining of checks and balances and the erosion of institutional trust. Furthermore, this paper discusses how populism capitalizes on economic inequality, political disenfranchisement, and cultural tensions to gain popular support. The findings suggest that while populism poses significant risks to democratic institutions, its long-term impact varies depending on the strength and resilience of a country's legal and institutional framework. This study concludes with recommendations for safeguarding democratic governance in the face of rising populist movements, emphasizing the importance of reinforcing democratic norms, enhancing civic education, and ensuring institutional transparency.

The Socialization of Meritocracy and Market Justice Preferences at School

Previous research has shown that schools often justify student performance differences using meritocratic ideals. One potential consequence of such ideals is the legitimization of outcome inequalities across various spheres, including those traditionally associated with equality and redistribution. In this study, we argue that the promotion of meritocratic values during school age can shape students’ beliefs about meritocracy and influence their views on market-based access to health, pensions, and education. Using data from the 2017 National Study of Civic Education in Chile, which includes 5047 eighth-grade students from 231 schools, we estimated a series of multilevel models (lme4 library, R version 4.1.3) to test our hypotheses. Our findings show that a significant proportion of Chilean students agree with market justice principles—more so than adults. Most students endorse meritocratic views, particularly the notion that effort should be rewarded, which strongly correlates with market justice preferences: students who believe in meritocracy are more likely to justify inequalities based on financial capacity. At the school level, market justice preferences are higher in high-status schools but lower in schools with higher academic achievement. Furthermore, the conditional influence of meritocratic beliefs diminishes in schools with higher socioeconomic status and performance levels. These results suggest that the association between meritocratic beliefs and market justice preferences is already established at school age and is shaped by the school environment.

Peran Status Sosial Ekonomi terhadap Performa Akademik dari Perspektif Peserta Didik di SMK Negeri 1 Tondano

This study aims to analyze the role of students' socioeconomic status on academic performance from the perspective of students at SMK Negeri 1 Tondano, especially in the subjects of Civic Education and Information and Communication Technology. So that it can provide insight for the development of more inclusive and equitable education policies at SMK Negeri 1 Tondano. The method used is qualitative with a case study approach, involving interviews, observation and documentation. Results show that students from high SES families have better access to educational resources and greater support, while students from low economic backgrounds face challenges that hinder their achievement. The research conclusion confirms the importance of considering socioeconomic well-being in designing education policies so that all students have equal opportunities to succeed.

Preparing youth for global challenges: can an open classroom climate prepare students for climate action?

ABSTRACT Factors that influence students’ knowledge about climate change have been found to be largely external and based on social interactions. Building from this idea, we use factor analysis and structural equation modeling with the 2016 IEA International Civic and Citizenship Education Study data and create two novel climate change scales (pro-environmental behavior and perceived threats of climate change). We then determine the relationship between open classroom climate, pro-environmental behavior, perceived threats of climate change, and civic participation in secondary students. Findings indicate that when controlling for gender, civic knowledge, and socioeconomic factors, an increase in open classroom climate significantly predicts an increase in activism for climate change. Based on these results, we further examine the relationship between pro-environmental behavior and civic participation in society. Findings indicate that climate variables predict participation positively across the countries, except illegal protest, which was negatively related.

Centering and uplifting youth voice in planning for a more resilient climate future in rural Colorado: a case study of a student resilience team asking for change

Rural communities are increasingly facing challenges from climate-related natural hazards such as drought, wildfire, and flood. These cascading hazards threaten social, emotional, physical, and economic well-being, and pose unique challenges to rural areas which may already struggle to find enough resources. Yet, rural areas are rich in social capital, creativity, and resilience, and future leaders are learning how to build agency and increase their community’s resilience in school settings. Students in Estes Park, Colorado, have experienced major climate-fueled hazards in their lifetimes, surviving the floods in 2013 and the East Troublesome and Cameron Peak wildfires in 2020. At Estes Park Middle School, the Environmental Resilience Team (ERT) is an afterschool group of students who are actively participating in promoting public awareness, mitigation, and policy-making to increase resilience to natural hazards. Supported by the Hazard, Education, Awareness, and Resilience Task Force (HEART Force) Program, a comprehensive curriculum that immerses students in the study of their community’s resilience to floods and fires, in conjunction with the Earth Force Environmental Civic Action resources, students and educators gained the tools needed to spearhead community discussions on resilience, all while striving to mitigate and minimize future risks. In this paper, we tell the story of the Environmental Resilience Team’s campaign to pass statewide legislation to implement Wildland Urban Interface (WUI) Building Codes in high-risk areas. Students visited the Colorado State Capitol, met with their State Senator and Governor to lobby for the passage of the bill. This initiative builds upon years of action projects, including service projects to mitigate fire risk in vulnerable populations within the mountain town of Estes Park and build community education and awareness through the distribution of “go-bags” to community members. By including youth voice in public decision-making and planning for climate resilience, community leaders and policymakers can develop more holistic plans that include multigenerational input. This research is part of a broader study across implementations of HEART Force in several classrooms that showed that the HEART Force program helped students develop a sense of agency and grow in their understanding of community resilience.

A Matter of Respect: A Review Essay about Respect and Loathing in American Democracy: Polarization, Moralization, and the Undermining of Equality

Abstract In their new and theoretically innovative book, Respect and Loathing in American Democracy, Jeff Spinner-Halev and Elizabeth Theiss-Morse argue that the nation's politics suffers from a lack of respect among political opponents. In making their argument, they build a lot of bridges: between the normative and empirical sides of Political Science, between qualitative and quantitative research, and between contemporary scholarship and many of the seminal works from an earlier era. To address the respect deficit, they call for greater attention to civic education and—perhaps counterintuitively—less attention to politics.

국내외 교육 커먼즈 연구에 관한 체계적 문헌고찰

Objectives This study aims to identify the landscape of discussions on educational commons in domestic and international research, discover the value of educational commons, and explore its applicability. Methods A systematic literature review was conducted on 28 studies related to educational commons (5 domestic and 23 international). For data collection, various combinations of the keywords “education” and “commons” were searched on academic databases, including RISS, KISS, SCHOLA, eArticle, DBpia, domestic and international university libraries' databases, and Google Scholar. The searches were conducted twice between January 19, 2024, and January 26, 2024. The final selected literature underwent a process of planning, screening, extraction, and implementation, with frequency analysis conducted using SPSS 18. Results Research was minimal from 2008 to 2018 but increased from 2019, with the most studies conducted in 2023, sparking related discussions. All studies proposed educational commons as an alternative educational framework based on concerns about capitalist and neoliberal educational systems. The most common research methods were literature reviews and case studies. The main trend was that discussions on educational systems emerged as a key debate surrounding educational commons. Interest in educational commons is growing in various fields, such as environmental and civic education. Additionally, the discourse on educational commons is expanding beyond schools to broader social contexts, covering from preschool children to adults. Conclusions Educational commons is confirmed to be a crucial concept for reimagining and realizing new education in the post-COVID era. However, to enhance both the quantity and quality of discourse on educational commons, it is necessary to 1) reach an academic consensus on the scope of the concept of educational commons, 2) engage in more fundamental discussions on educational commons, and 3) consider the discourse within the context of a digital-based society. It is suggested that future research on educational commons suitable for domestic circumstances should accumulate both quantitatively and qualitatively.

The Impact of Discourse-Based Learning on Student Civic Engagement, Polarization, and Topic Comprehension

School often serves as the first opportunity for students to learn about civics. However, current systems of civics education may not be adequately preparing students to become actively engaged citizens. Given the growing discontent and polarization in American politics, there is a need for educational solutions to stimulate civic engagement and unity. While previous studies have shown that “interactive civic activities” can increase students’ interest in American civics, less is known about the efficacy of non-partisan, discourse-based learning techniques in fostering open-mindedness and a comprehensive understanding of political issues. These prompted researchers at the Institute for Youth in Policy (YIP) to study this topic. Researchers analyzed pre- and post-workshop data from a virtual workshop (n=36) and found that discourse-based civics programs are effective in decreasing polarization levels, increasing topic comprehension, and promoting civic engagement among youth.

MEMBANGUN KESADARAN KEWARGANEGARAAN DAN KEBERLANJUTAN PADA MAHASISWA PENDIDIKAN ANTROPOLOGI KELAS B STAMBUK 2021 UNIVERSITAS NEGERI MEDAN

Civic education plays an important role in shaping a critical, responsible, and aware young generation of citizens. Through this education, students are expected to be able to understand national values, pluralism, tolerance, and actively participate in social and political life, both on and off campus. Challenges such as discrimination, extremism, and social indifference still pose a threat to the spirit of citizenship among students. Therefore, civic education aims to raise awareness of the importance of national defense, democracy, and diversity. In addition, this education also emphasizes the importance of sustainability, where the younger generation is encouraged to play a role in preserving the environment and participating in policies that support social welfare. This article uses a qualitative approach to examine civic awareness among students, as well as how civic education can strengthen the character of the younger generation as responsible citizens who care about social and political challenges in the digital era.

Populism and the Erosion of Democratic Checks and Balances: A Systematic Literature Review across Regions

Populism has emerged as a significant challenge to democratic governance worldwide, as populist leaders seek to undermine checks and balances and consolidate power. This systematic literature review analyzes how populist movements weaken democratic institutions across different regions, focusing on the erosion of judicial independence, legislative oversight, media freedom, and human rights. This study examines case studies from Hungary, Turkey, Brazil, and the United States, revealing how populist leaders centralize authority, manipulate legal frameworks, and exploit societal grievances to sideline democratic norms. Populist rhetoric often frames democratic institutions as elitist and detached from the interests of the "true people," justifying actions that concentrate executive power and limit accountability. This impact extends beyond national borders and affects international law and global governance. In response, civil society, independent judiciaries, the media, academia, and international organizations play crucial roles in defending democratic values and building resilience against populist encroachment. Strategies such as enhancing legal protection, promoting civic education, strengthening oversight bodies, and reforming electoral systems are essential for countering populist threats. This study highlights the need for a multifaceted approach to address the root causes of populism's appeal and protect democratic institutions. Further research should explore how populists exploit digital media and the effectiveness of resistance strategies and conduct comparative analyses across regions to develop robust defenses against the erosion of democracy.

The Inspiration of German Civic Education to China’s Ideological and Political Education Work

German civic education has undergone a complex development process and has a long history. Through the analysis and study of the basic profile of German civic education, it is clear that the characteristics of German civic education: focusing on the democratic nature of education, focusing on the practical experience of the citizens, emphasizing the citizens’ sense of rights and responsibilities and strengthening the influence of religious education, has a multifaceted significance for promoting the further development of the theory and practice of ideological and political education in China.

Implementasi Pembelajaran Berbasis Pengalaman dalam Membina Kemandirian dan Kepemimpinan Siswa (Proses Pengembangan Karakter dalam Konteks Pendidikan Pancasila dan Kewarganegaraaan) di SMP Adhyaksa Medan

This study aims to find out if the implementation of experiential learning can foster student independence and leadership in the context of Pancasila and Citizenship Education at Adhyaksa Junior High School Medan. This type of research is qualitative descriptive, the data collection method in this study uses interviews, observations, and documentation. The data analysis techniques used are data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of experiential learning at SMP Adhyaksa Medan is carried out by integrating practical activities that are relevant to students' daily lives into the PPKn curriculum. Challenges in the implementation of experiential learning in PPKn subjects at SMP Adhyaksa Medan include limited resources, such as inadequate facilities and teaching materials. Group project efforts, simulations, and reflective discussions help students develop self-reliance and leadership skills by providing them with opportunities to be directly involved, take responsibility, and lead in a variety of contexts relevant to civic education

Ghana Citizenship Education: A Review from the Perspective of National Education Policy and Learning Models

This study aims to find out the perspective of national education policy and learning model of civic education in Ghana. This research uses a qualitative approach with a literature study method. The references in this study are divided into two, first, primary, namely journal articles that have high validity. Second, secondary, namely books and documents as an effort to minimize errors that are conceptual, procedural and praxis. Data analysis is gradual, namely, reduction, data display and verification. Civic education in Ghana begins at the primary level and continues through to tertiary education. The government of Ghana considers civic education an integral part of the national education system and has introduced policies and programs to strengthen civic teaching and learning throughout the education system. At the primary level, civic education is taught through social studies subjects, while at the secondary and tertiary levels it is provided as a separate subject. The Ghanaian government has also developed teaching materials and curricula dedicated to civic education, as well as conducted teacher training in integrating civic teaching into the curriculum and classroom activities. The teaching and learning model of Civic Education in Ghana emphasizes the local peaceful cultural and social context. The aim is to strengthen the values of cultural traditions and local wisdom that exist there.

La formación inicial en Educación Cívica. Un estudio de casos múltiples en Costa Rica

The article is a multiple case study in three Initial Training in the Teaching of Social Studies and Civic Education of two Costa Rican public universities, where the purposes of the courses in the Civic Education component are described. In order to understand the initial formation and citizenship, we start from critical theories applied to the didactics of social sciences, based on formation models that include school culture and conflict as part of the factors that allow problematizing current citizenships. The methodology is qualitative with an interpretative-descriptive approach, and the analysis of curricular documentary sources (9 course programs) was proposed to study the type of citizenship promoted in initial training. The data analysis was carried out through a comparative matrix, which was triangulated from the data. The results show a mixture of positions on citizenship and its teaching, with an inclination towards liberal and republican discourses. In addition, teaching and evaluation methodologies are traditional. The main conclusion is that citizenship is a dynamic concept that is situated from historiographical visions, and converges between liberal, republican and critical approaches.

Learning, sharing and caring: Pedagogical features of parents’ educational activism

Scholars of social movements have afforded increasing attention in recent years to pedagogical processes and practices within activist organisations. This article contributes to the ‘pedagogical turn’ in social movement studies by exploring pedagogical features of parents’ educational activism. Drawing on qualitative data collected from parent-led campaign groups operating in England, UK, the article attends to three aspects of activist pedagogy evident within the campaigns. The first concerns the learning that occurs through engaging in activism. The second, internal and external processes of knowledge-sharing. And third, parents’ perceptions of the educative potential of activism as a means for imparting democratic values to their children. I argue that the pedagogical dimension is a central feature of parents’ activism. Indeed, such activism constitutes itself a form of civic education in which democratic values and ideals are transmitted from one generation to another.

POWER OF EDUCATION IN SHAPING DEMOCRATIC CITIZENSHIP AND GOOD GOVERNANCE

Education is a fundamental pillar in the establishment and sustenance of democratic societies. This study explores the intricate relationship between education, democratic citizenship, and good governance. By examining various educational frameworks and their impact on civic engagement, political awareness, and governance quality, the research underscores the transformative power of education in fostering democratic principles. The analysis is grounded in theoretical perspectives and empirical evidence drawn from diverse contexts. It highlights how education promotes critical thinking, informed decision-making, and active participation in democratic processes. Moreover, the study delves into the role of education in cultivating a sense of civic responsibility and ethical governance among citizens. Key findings reveal that comprehensive educational systems that emphasize civic education, human rights, and democratic values significantly contribute to the development of informed and engaged citizens. Such citizens are more likely to demand accountability, transparency, and ethical behavior from their leaders, thereby enhancing governance quality. The study also addresses challenges such as educational inequality and access disparities that hinder the full realization of education’s potential in democratic consolidation. Policy recommendations are offered to strengthen educational strategies that support democratic citizenship and good governance.