Fusing Civic Praxis and Ideological Clarity: Action Civics and Preservice Teachers' Shifting Conceptions of Citizenship

• In Event: Teaching Toward Transformative Citizenship on the College Campus: Democratic Education and Civic Praxis With Young Adults

Abstract

Utilizing Johnson and Morris’ (2010) framework for critical citizenship education, this qualitative case study examines the conceptual shifts preservice teachers experience as counselors during an action civics institute and describes the implications for preparing future teachers for critical citizenship instruction. Our findings highlight the positive outcomes of preservice teachers’ participation in an action civics curriculum and also reveal the limited ways in which participants expressed a shift in their understanding of the power of knowledge. Ultimately, preservice teacher programs should include instruction about transformative citizenship and the importance of civic praxis, while also emphasizing the need for ideological clarity rooted in public affairs, systems of oppression, and the power structures present in our society.

Authors

• Nate Scholten, Baylor University

• Neil Shanks, Baylor University

• Brooke Blevins, Baylor University

• Tori Smith, University of Alabama

• Karon Nicol LeCompte, Baylor University

• Kevin Russel Magill, Baylor University

• Michelle Bauml, Texas Christian University