Finding Common Ground: A Bipartisan Blueprint for Civic Learning in a Time of Controversy

• In Event: Reinvigorating the Civic Purpose of Schooling: Reframing Outcomes and Expanding Democratic Education Across K–12 Learning

Abstract

Objectives and Frameworks
This presentation will serve as an illustration of how bi-partisan efforts, even under contentious times, can come together to enhance students’ civic learning and engagement as we work toward the common goal of e pluribus unum. Building on the Educating for American Democracy (2021) report, this presentation will provide contrasting perspectives from the presenters as they worked together in developing a bi-partisan civics curriculum for all learners. In particular, one perspective offered in this presentation will be based on the history of the debate about civic education, which shows that the current polarization over the teaching of civics and other subject matters is not new, and that such division can undermine the very democratic values that students should be cultivating. The other perspective will draw insights from Tocqueville’s concept of “reflective patriotism” as a potential pathway for civic education that brings both patriotic and critical perspectives in the civics curriculum.

Modes of Inquiry
This presentation will be a culmination of synthetic analysis of the bi-partisan publication of Educating for American Democracy (2021) and subsequent efforts to build a growing repository of open-source curricula materials for teachers.

Scholarly Significance
Assessing and addressing current debates over the teaching of civics and other related subject matters can benefit from both the historical and current perspectives of how to build consensus amidst controversy in education. This presentation will also identify that these political fights infringe on the very democratic norms students should be learning. Particularly in districts where education is being politicized, it is critical to find the common ground to ensure students have equal access to high quality civic learning opportunities. The case study illustrated in this presentation also presents an opportunity of how democratic dialogue can occur in bringing diverse opinions together – a process we hope students can learn to engage in as they step into the roles of problem-solvers.

Authors

• Peter Levine, Tufts University

• Paul Carrese, Arizona State University