Reconceptualizing Civic Perspective-Taking: Expanding Understandings of the Concept Through Analysis of Student Engagement With a Curricular Intervention

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Abstract

In this study, a university-based researcher, two school district-based researchers, and eight second-grade teachers collaboratively designed and implemented a 10-lesson, project-based civics curriculum focused on civic perspective-taking. In this paper, I focus on examining student thinking and engagement with the curricular intervention. We found that students engaged in civic thinking in new ways that prompted our research team to update and reconceptualize our framework for civic perspective-taking. Additionally, data indicates that issues from greater contentious U.S. nationwide sociopolitical contexts entered classrooms regardless of their absence from the curriculum and related materials.

Author

• William Toledo, University of Nevada - Reno