Pub Date : 2023-03-01Epub Date: 2023-12-20DOI: 10.1177/00027162231200305
Margot Jackson, Ester Fanelli
Increasingly, research suggests that overlapping, simultaneous forms of public investment are especially beneficial for child development. However, participation in social safety net programs is rarely universal among the eligible population, and the phenomenon of multiple benefit use is even more complex: which households with children receive multiple benefits, which combinations of benefits are most common, and which households are most likely to access the social safety net as it has expanded in some areas while contracting in others? Using almost 40 years of data from the Survey of Income and Program Participation (SIPP), we examine trends in both the number of public benefits accessed by American households with children, as well as the types and combinations of benefits accessed. We find that the percentage of households with children who use at least two benefits has increased during this period. However, the beneficiaries of increasing benefit use have been disproportionately higher-educated, White and married households with incomes above the poverty line.
越来越多的研究表明，重叠的、同时进行的公共投资形式尤其有利于儿童的发展。然而，在符合条件的人群中，参与社会安全网计划的人很少具有普遍性，而且多重福利的使用现象更为复杂：哪些有孩子的家庭领取了多重福利，哪些福利组合最为常见，以及随着社会安全网在某些领域的扩大而在另一些领域的收缩，哪些家庭最有可能获得社会安全网的帮助？我们利用收入与计划参与调查 (Survey of Income and Program Participation, SIPP) 近 40 年的数据，研究了有子女的美国家庭享受公共福利的数量趋势，以及享受福利的类型和组合。我们发现，在此期间，至少使用两种福利的有子女家庭的比例有所上升。然而，越来越多地使用福利的受益者是受教育程度较高的白人和收入高于贫困线的已婚家庭。
{"title":"Who Uses the Social Safety Net? Trends in Public Benefit Use among American Households with Children, 1980-2020.","authors":"Margot Jackson, Ester Fanelli","doi":"10.1177/00027162231200305","DOIUrl":"10.1177/00027162231200305","url":null,"abstract":"<p><p>Increasingly, research suggests that overlapping, simultaneous forms of public investment are especially beneficial for child development. However, participation in social safety net programs is rarely universal among the eligible population, and the phenomenon of multiple benefit use is even more complex: which households with children receive multiple benefits, which combinations of benefits are most common, and which households are most likely to access the social safety net as it has expanded in some areas while contracting in others? Using almost 40 years of data from the Survey of Income and Program Participation (SIPP), we examine trends in both the number of public benefits accessed by American households with children, as well as the types and combinations of benefits accessed. We find that the percentage of households with children who use at least two benefits has increased during this period. However, the beneficiaries of increasing benefit use have been disproportionately higher-educated, White and married households with incomes above the poverty line.</p>","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11286228/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231179825
Ashley berner, Crystal Spring, Andrea Ochoa
Schools in the U.S. have long been charged with the work of preparing young people for engaged citizenship. Do they, in fact, accomplish this work? Using survey data from 164 schools, we find mixed performance of schools in terms of their civic-building capacity, with striking disconnects between rhetoric and reality. We show that although students rate citizenship as a strong school priority, they are infrequently exposed to activities that support community engagement. Similarly, parents expect classrooms to have open climates in which students are free to discuss and disagree about controversial topics, but students report that such environments are a rarity. Additional findings indicate that lower-socioeconomic-status, female, nonbinary, and public/charter school students are significantly less likely to perceive their classrooms as open, and Black students perceive more open climates than their White counterparts.
{"title":"Assessing the Civic-Building Capacities of Schools: Early Findings from a Survey of Parents and Students","authors":"Ashley berner, Crystal Spring, Andrea Ochoa","doi":"10.1177/00027162231179825","DOIUrl":"https://doi.org/10.1177/00027162231179825","url":null,"abstract":"Schools in the U.S. have long been charged with the work of preparing young people for engaged citizenship. Do they, in fact, accomplish this work? Using survey data from 164 schools, we find mixed performance of schools in terms of their civic-building capacity, with striking disconnects between rhetoric and reality. We show that although students rate citizenship as a strong school priority, they are infrequently exposed to activities that support community engagement. Similarly, parents expect classrooms to have open climates in which students are free to discuss and disagree about controversial topics, but students report that such environments are a rarity. Additional findings indicate that lower-socioeconomic-status, female, nonbinary, and public/charter school students are significantly less likely to perceive their classrooms as open, and Black students perceive more open climates than their White counterparts.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231188575
Carol D. Lee, Na’ilah Suad Nasir, Mary Helen Immordino-Yang
There is perhaps no more important skill to cultivate in today’s students than civic reasoning: the ability to think about social issues in complex ways. Civic reasoning involves the integration of knowledge, epistemological orientations, and ethics, and this integration is influenced by individuals’ perceptions of themselves and others, and by the problems they seek to address in the civic domain. We synthesize research from psychology, learning science, human development, and brain development to identify conditions that maximize opportunities for children, adolescents, and adults to learn to engage in civic reasoning. We argue that a commitment to democratic principles, and the development of the reasoning skills and ethical dispositions that undergird them, results in a more engaged populace that is willing and able to understand multiple perspectives and to make sound decisions for the collective good.
{"title":"What the Sciences of Human Learning and Development Tell Us about Civic Reasoning and Discourse","authors":"Carol D. Lee, Na’ilah Suad Nasir, Mary Helen Immordino-Yang","doi":"10.1177/00027162231188575","DOIUrl":"https://doi.org/10.1177/00027162231188575","url":null,"abstract":"There is perhaps no more important skill to cultivate in today’s students than civic reasoning: the ability to think about social issues in complex ways. Civic reasoning involves the integration of knowledge, epistemological orientations, and ethics, and this integration is influenced by individuals’ perceptions of themselves and others, and by the problems they seek to address in the civic domain. We synthesize research from psychology, learning science, human development, and brain development to identify conditions that maximize opportunities for children, adolescents, and adults to learn to engage in civic reasoning. We argue that a commitment to democratic principles, and the development of the reasoning skills and ethical dispositions that undergird them, results in a more engaged populace that is willing and able to understand multiple perspectives and to make sound decisions for the collective good.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231188567
Elizabeth A. Bennion, Melissa R. Michelson
In the U.S., we have historically looked to our educators to prepare citizens for full participation in our democracy as engaged and informed voters. We examine the student voting movement that has taken root in colleges and universities across the country—a movement that offers a promising way forward in forming a new generation of engaged citizens. We detail what we know about how to increase student turnout, suggest ways to strengthen voter mobilization efforts through a broader civic education agenda, chart a path forward for future research, and offer recommendations for college administrators who seek to make voting a lifelong habit for their students. We also look beyond the student voting movement to argue for new forms of pedagogy that foster civic identity so that students think of themselves as voters who always vote, because voting is a necessary way to express themselves as engaged citizens.
{"title":"Educating Students for Democracy: What Colleges Are Doing, How It’s Working, and What Needs to Happen Next","authors":"Elizabeth A. Bennion, Melissa R. Michelson","doi":"10.1177/00027162231188567","DOIUrl":"https://doi.org/10.1177/00027162231188567","url":null,"abstract":"In the U.S., we have historically looked to our educators to prepare citizens for full participation in our democracy as engaged and informed voters. We examine the student voting movement that has taken root in colleges and universities across the country—a movement that offers a promising way forward in forming a new generation of engaged citizens. We detail what we know about how to increase student turnout, suggest ways to strengthen voter mobilization efforts through a broader civic education agenda, chart a path forward for future research, and offer recommendations for college administrators who seek to make voting a lifelong habit for their students. We also look beyond the student voting movement to argue for new forms of pedagogy that foster civic identity so that students think of themselves as voters who always vote, because voting is a necessary way to express themselves as engaged citizens.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231193538
Gregory White, Dian Dong, David E. Campbell, Carol D. Lee
We present a summary of the volume’s main insights and recommendations for a robust form of civic education that will prepare young people to become civic actors who can take responsibility for upholding and advancing democracy. This volume establishes the need to expand civic education across curricula, beyond a one-shot course. We argue that the challenges of democracy and civic problems we face are multifaceted, requiring reasoned judgment and democratic decision-making, and involving discourse around rights and responsibilities. To meet these challenges, the stature of civic education must be elevated, its content expanded, and its delivery improved upon to ensure that civic learning is meaningful and relevant to students’ diverse lives. Students also need to develop a civic and problem-solving toolkit: this work should start at an early age, involve opportunities to explore their own questions about democracy and civic involvement, and model democratic engagement in their own schools and communities.
{"title":"The Future of Civic Education: Implications for Research, Policy, and Practice","authors":"Gregory White, Dian Dong, David E. Campbell, Carol D. Lee","doi":"10.1177/00027162231193538","DOIUrl":"https://doi.org/10.1177/00027162231193538","url":null,"abstract":"We present a summary of the volume’s main insights and recommendations for a robust form of civic education that will prepare young people to become civic actors who can take responsibility for upholding and advancing democracy. This volume establishes the need to expand civic education across curricula, beyond a one-shot course. We argue that the challenges of democracy and civic problems we face are multifaceted, requiring reasoned judgment and democratic decision-making, and involving discourse around rights and responsibilities. To meet these challenges, the stature of civic education must be elevated, its content expanded, and its delivery improved upon to ensure that civic learning is meaningful and relevant to students’ diverse lives. Students also need to develop a civic and problem-solving toolkit: this work should start at an early age, involve opportunities to explore their own questions about democracy and civic involvement, and model democratic engagement in their own schools and communities.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231190539
Gregory White, Dian Dong, David E. Campbell, Carol D. Lee
This volume features frontiers of scholarship in the political, social, and behavioral sciences that are advancing civic education. The volume begins with an analysis of recent efforts to create a shared agenda for civic learning against a backdrop of politicization in education. Additional articles provide theoretical and empirical support for the knowledge, skills, and dispositions necessary for students to become engaged civic actors and problem solvers; other contributions offer illustrations of civic learning in action. A cross-cutting theme is the role that cultural contexts and environments play in helping to ensure meaningful student learning in the United States’ multiethnic democracy. The volume concludes with recommendations for research, policy, and practice that can further advance a type of civic education that invigorates and preserves our democratic traditions and prepares students to address the political, socioeconomic, and ecological challenges that loom ever larger on the horizon.
{"title":"Civic Education in a Time of Democratic Crisis","authors":"Gregory White, Dian Dong, David E. Campbell, Carol D. Lee","doi":"10.1177/00027162231190539","DOIUrl":"https://doi.org/10.1177/00027162231190539","url":null,"abstract":"This volume features frontiers of scholarship in the political, social, and behavioral sciences that are advancing civic education. The volume begins with an analysis of recent efforts to create a shared agenda for civic learning against a backdrop of politicization in education. Additional articles provide theoretical and empirical support for the knowledge, skills, and dispositions necessary for students to become engaged civic actors and problem solvers; other contributions offer illustrations of civic learning in action. A cross-cutting theme is the role that cultural contexts and environments play in helping to ensure meaningful student learning in the United States’ multiethnic democracy. The volume concludes with recommendations for research, policy, and practice that can further advance a type of civic education that invigorates and preserves our democratic traditions and prepares students to address the political, socioeconomic, and ecological challenges that loom ever larger on the horizon.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231188576
Matthew D. Nelsen
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.
{"title":"Lessons in Empowerment: The Civic Potential of Historically Grounded Conversations among Racially Marginalized Youth","authors":"Matthew D. Nelsen","doi":"10.1177/00027162231188576","DOIUrl":"https://doi.org/10.1177/00027162231188576","url":null,"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.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231177798
D. Sunshine Hillygus, John B. Holbein
Schools have traditionally taken a “just-the-facts-ma’am” approach to civic education, focusing on governmental structures and political systems. We argue that preparing young people to engage with democracy requires far more than rote memorization of facts and figures. Schools should be laboratories of democracy, where young people’s civic intentions are converted into civic behaviors. We argue that to realize that transformation, educators must impart real-world knowledge, practical skills, and nurturing abilities that are not captured by standardized tests of academic achievement: namely, the interpersonal and intrapersonal abilities conducive to civic mindedness. We discuss what these oft-labeled “noncognitive” skills are and how they are measured, review the evidence that shows how they foster democratic participation, articulate a vision for how civics can help develop students’ noncognitive skills, and lay out a research agenda for scholars seeking to teach young people the skills requisite to actively participate in democracy.
{"title":"Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy","authors":"D. Sunshine Hillygus, John B. Holbein","doi":"10.1177/00027162231177798","DOIUrl":"https://doi.org/10.1177/00027162231177798","url":null,"abstract":"Schools have traditionally taken a “just-the-facts-ma’am” approach to civic education, focusing on governmental structures and political systems. We argue that preparing young people to engage with democracy requires far more than rote memorization of facts and figures. Schools should be laboratories of democracy, where young people’s civic intentions are converted into civic behaviors. We argue that to realize that transformation, educators must impart real-world knowledge, practical skills, and nurturing abilities that are not captured by standardized tests of academic achievement: namely, the interpersonal and intrapersonal abilities conducive to civic mindedness. We discuss what these oft-labeled “noncognitive” skills are and how they are measured, review the evidence that shows how they foster democratic participation, articulate a vision for how civics can help develop students’ noncognitive skills, and lay out a research agenda for scholars seeking to teach young people the skills requisite to actively participate in democracy.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231178627
JAMILA Lyiscott, Cati V. De Los Ríos, Christopher H. Clark
While the national media continues to highlight the tensions of cultural politics in education, there is a need for young people and educators to be equipped for the daunting local, national, and global challenges that mark their everyday lives. Many educators and young people alike are interested in engaging youth in civic reasoning and discourse that prepares them to meet those many challenges. This article highlights applications of civic reasoning and discourse in three contexts: a traditional high school social studies classroom, a hybrid school-community action project, and an out-of-school Youth Participatory Action Research program. We argue that these case studies show a path forward for developing students’ civic reasoning and discourse skills because the students turn toward and lean into what we define as moments of critical dissonance: in each case, the students and educators work together to engage, rather than avoid, complex sociopolitical realities, even while holding a variety of racial, ethnic, political, and cultural identities.
{"title":"Case Studies of Effective Learning Climates for Civic Reasoning and Discussion","authors":"JAMILA Lyiscott, Cati V. De Los Ríos, Christopher H. Clark","doi":"10.1177/00027162231178627","DOIUrl":"https://doi.org/10.1177/00027162231178627","url":null,"abstract":"While the national media continues to highlight the tensions of cultural politics in education, there is a need for young people and educators to be equipped for the daunting local, national, and global challenges that mark their everyday lives. Many educators and young people alike are interested in engaging youth in civic reasoning and discourse that prepares them to meet those many challenges. This article highlights applications of civic reasoning and discourse in three contexts: a traditional high school social studies classroom, a hybrid school-community action project, and an out-of-school Youth Participatory Action Research program. We argue that these case studies show a path forward for developing students’ civic reasoning and discourse skills because the students turn toward and lean into what we define as moments of critical dissonance: in each case, the students and educators work together to engage, rather than avoid, complex sociopolitical realities, even while holding a variety of racial, ethnic, political, and cultural identities.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1177/00027162231189037
Peter Levine
After being overlooked in major education debates and policy initiatives for decades, civic education has recently become the topic of highly polarized debates and legislative battles over what and how we should be teaching our young people about the nation’s history. How should racial injustice be discussed in schools? Are schools indoctrinating students? In a robust democracy, controversy about what students should learn is appropriate and desirable, but some of the rhetoric that has dominated the recent discussions violates the deliberative norms that schools should help students to develop. At a time when the public should be carefully deliberating how to educate students, civic education is instead being used instrumentally to win political contests. I present one approach to facing this challenge—the Educating for American Democracy project. This project is not the conclusive answer to the question, “What should we teach?” but rather an attempt to model deliberative values, and I show that it offers important lessons for people and institutions who are attempting to address matters of curricular content.
{"title":"Politics by Other Means: Civic Education in a Time of Controversy","authors":"Peter Levine","doi":"10.1177/00027162231189037","DOIUrl":"https://doi.org/10.1177/00027162231189037","url":null,"abstract":"After being overlooked in major education debates and policy initiatives for decades, civic education has recently become the topic of highly polarized debates and legislative battles over what and how we should be teaching our young people about the nation’s history. How should racial injustice be discussed in schools? Are schools indoctrinating students? In a robust democracy, controversy about what students should learn is appropriate and desirable, but some of the rhetoric that has dominated the recent discussions violates the deliberative norms that schools should help students to develop. At a time when the public should be carefully deliberating how to educate students, civic education is instead being used instrumentally to win political contests. I present one approach to facing this challenge—the Educating for American Democracy project. This project is not the conclusive answer to the question, “What should we teach?” but rather an attempt to model deliberative values, and I show that it offers important lessons for people and institutions who are attempting to address matters of curricular content.","PeriodicalId":48352,"journal":{"name":"Annals of the American Academy of Political and Social Science","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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