(Un)heard Voices: What Diverse Students Want From Civic Education

• In Event: Race, Equity, and Critical Consciousness in Democratic Education

Abstract

U.S. civic education faces challenges in accommodating diversity, hindering access for culturally and linguistically diverse (CLD) students. Traditional curricula and state testing lack multicultural perspectives, further marginalizing and silencing CLD students. Researchers emphasize the importance of comprehensive and equitable civic education for a thriving democracy. This qualitative study explores CLD middle school students’ experiences and perceptions of civic education to enhance inclusivity and foster engaged and informed citizens. The study draws on Critical Race Theory, Anti-racism, Critical Multicultural Citizenship Education, and Culturally Relevant Pedagogy to provide insights into addressing racial complexities in civic education. Findings highlight the need for a more inclusive and relevant curriculum, encouraging active engagement and discussions on real-world issues.

Authors

• Robert Niewiadomski, Fordham University

• Diane Rodriguez, Fordham University