Lived civics in digital communities: The possibilities and challenges of civic engagement on social media

• In Event: Documenting the Barriers and Facilitators for Integrating Lived Civics Into K-12 Schooling

Abstract

Objectives
This paper responds to calls for a "lived civics" approach to civic education (Cohen et al, 2018) which honors students’ literacies, voices and experiences with civic institutions. Taking a design-based approach with high school government teachers, we explore the possibilities and challenges of engaging youth in lived civics by tapping into social media as a context for civic action. We report on the iterative refinement of a curricular unit in light of teachers’ reflections and present student work to explore the value of centering students’ social and political lives in the civics curriculum.

Theoretical framework
Previous research suggests that the most effective civic education involves teaching through civic participation rather than just teaching about it (Blevins et al, 2016). A lived civics approach empowers youth to be informed and responsible change agents in their communities, which increasingly takes place in digital spaces (Fernández-de-Castro et al, 2023). Building on Freire’s notion of critical consciousness, our design team sought to empower youth to analyze the social origins of the issues that impact them and take action in digital spaces, by investigating issues, framing problems, proposing solutions and issuing calls to action within their online and face-to-face communities (Mirra et al, 2022).

Mode of inquiry
A team of two researchers and two Government teachers used an iterative, design-based approach to refining instruction in a complex, practical setting. Following Riley & Reeves (2024) our process involved: (a) conducting an analysis of the problem based on the extant literature and the practical experiences of the design team, (b) establishing a theoretical framework for developing solutions based on design principles, (c) implementing and evaluating solutions in practice, and (d) reflecting on implementation to refine design principles. The current paper uses teacher reflections, curricular materials and student work to illustrate how iterations from Year 1 to Year 2 moved the curriculum towards greater integration of lived civics.

Data sources
Data include teacher reflections and design principles from Year 1 of the project, as well as activity plans, student work samples and rubrics from Year 2.

Conclusions
Our data suggest that while students demonstrated strengths in framing issues, engaging audiences and using evidence, they need additional support for addressing change systems and linking advocacy to well articulated theories of action. Also, more direct support was needed to help teachers address circulation strategies with students, as this topic was largely omitted from the unit. A refined set of design principles, established for Year 3 of the project will be presented.

Significance
Our process and reflections point to the value of taking an iterative approach by highlighting the need for researchers and teachers to learn alongside students when developing curriculum. A lived civics approach calls for centering the experiences of historically marginalized youth to increase their social and political agency in school and beyond. Over the two years of the project, we have learned from students that to achieve these outcomes they need a better understanding of their options as civic actors and a clearer understanding of the mechanisms of change.

Authors

• Mark K. Felton, San José State University

• Ellen Middaugh, San Jose State University