Open and Active: “Good” Citizenship According to Educators Facilitating Civic Action Research in the Classroom

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Teacher Beliefs, Practices, and Preparation for Civic Learning (Table 8)

Abstract

This study explores how teachers facilitating youth civic action research projects within the Civically Engaged Districts (CED) project in New Jersey conceptualize citizenship. Utilizing frameworks from Westheimer & Kahne (2004) and Abowitz & Harnish (2006), we analyzed data from 17 educators engaged in professional development and mentoring. Collected through qualitative interviews and artifact analysis, our preliminary findings reveal that teachers' notions of good citizenship encompass being informed, passionate, and active, varying along axes such as closed versus open and law-abiding versus protesting for change. These conceptualizations disrupt and expand existing citizenship models, suggesting contextually dynamic, hybrid forms of citizenship that integrate participatory, justice-oriented, and critical civic elements. This research offers insights for enhancing democratic citizenship education and teacher professional development programs.

Authors

• Noa Ovadia, Teachers College, Columbia University

• Kampanart Chaiyarat, Teachers College, Columbia University

• Beth C. Rubin, Teachers College, Columbia University

• Maya Berrol-Young, Teachers College, Columbia University