Applying a Critical Lens to Teachers' Use of Social Media for Civic Education

• In Event: Toward More Just Futures: Media and/as/for Social Justice

Abstract

Through outdated methods or by functionally disenfranchising students who are outside the predominant power structure, mainstream civic education maintains hegemonic structures and, consequently, systems of oppression. Scholars have argued that reconceptualizing citizenship and using social media may address these problems, but few studies have examined teachers’ use of social media in civic education. Applying critical perspectives, this research explored teachers’ conceptualizations of citizenship and their use of Twitter with students for civic education. Teachers’ conceptions of citizenship were influenced by geographic and racial barriers to youth civic participation, which informed how they taught civics. Teachers’ intention for using Twitter was to provide students with an avenue to disrupt these barriers; however, teachers’ practices did not always align with their intentions.

Authors

• Amy Lynn Chapman, Teachers College, Columbia University

• Christine M. Greenhow, Michigan State University