Reimagining Possibilities and Impactful Consequences of Critical Youth Civic Engagement in Social Studies Classrooms

• In Event: Sheraton Roundtable Session Four
  In Roundtable Session: Critical Curricular Orientations in Social Studies Teacher Education (Table 7)

Abstract

This research examines how participating in a Civic Engagement Project (CEP) in a social studies methods class influenced social studies teacher candidates (TCs) to engage their secondary students in empowering civic engagement activities as practicing teachers. The qualitative study analyzes interview responses by five early career teachers of color who participated in the CEP and are now enacting critical, social justice-focused, civic engagement activities with their students. This paper interrogates what counts as youth civic participation and engagement. The teachers’ stories are analyzed from the perspective of “action civics” and critical theory. Results indicate common themes of student empowerment and engagement and different challenges of teacher efficacy, student buy-in, and resistance to disrupting the power system.

Author

• Gayle Y. Thieman, Portland State University
  Presenting Author