Moving Urban Students Beyond Online Public Voices to Digital Participatory Politics

Nicholas Lawrence, Joseph O'Brien, Brian Bechard, Ed Finney, Kimberly Gilman
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Abstract

The authors explore a teacher's 10-year journey to foster his urban middle school students' public voice and then their ability to engage in participatory politics. The authors first provide a conceptual and experiential context for how the teacher came to question whether cultivating 8th grade students' online public voice in a U.S. history was enough. Second, they discuss how two teachers created online interschool deliberations about contemporary issues and how a third teacher used low and high tech to enable her students to take civic action. Third, they discuss the essential elements of an online participatory learning space. Fourth, they address the challenges of integrating digital deliberations about contemporary public issues and online civic action into a U.S. history curriculum. Finally, they present how they adapted a site devoted to deliberations about just war in the context of U.S. history to a focus on just action in a contemporary setting.
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将城市学生从网络公共声音转移到数字参与政治
作者探索了一位教师十年的历程,培养他的城市中学生的公共声音,然后培养他们参与政治的能力。作者首先提供了一个概念和经验背景,说明老师是如何质疑在美国历史中培养八年级学生的在线公共声音是否足够的。其次,他们讨论了两位老师如何创建关于当代问题的在线校际讨论,以及第三位老师如何使用低技术和高技术使她的学生能够采取公民行动。第三,他们讨论了在线参与式学习空间的基本要素。第四,它们解决了将关于当代公共问题和在线公民行动的数字讨论整合到美国历史课程中的挑战。最后,他们介绍了他们如何将一个致力于在美国历史背景下讨论正义战争的网站改编为关注当代环境下的正义行动的网站。
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