Framework as a Process: Reconceptualizing Civics Education for Caribbean Nations

• In Event: Crafting a Conceptual Framework: An Epistemological Process to Guide Research and Practice

Abstract

Objectives. Antigua and Barbuda are small island nations in the Caribbean with a population of roughly 102,000 citizens under a Parliamentary democracy in the Commonwealth of the United Kingdom. The Antiguan government has been ranked 30th in the world for political stability according to The World Bank, surpassing many major Western powers (Antigua & Barbuda: Political stability, 2024). However, they are ranked 52nd globally in voice and accountability—a measure of citizens' participation in selecting their government, freedom of expression, association, and media (Antigua and Barbuda: Voice and Accountability, 2024). Antiguan youth, anyone under the age of eighteen, have a 50% poverty rate, and 36% are employed full-time in the labor force (UNICEF, 2021). The Antiguan government has attempted to address these inequities with the National Youth Policy focusing on empowerment in housing, education, health, employment, participation, crime, gender, etc, (Department of Youth Affairs, 2006).
Study Perspectives. Active civics education is crucial for youth to establish healthy co-relations with their community and nation. It comes from actively evaluating community issues, identifying root causes, outlining specific action steps, and getting out for community work. This active citizen framework centers around youth’s ability to journey from defining citizenship to sharing active citizenship work with others. Informed by Generation Citizens Advocacy Hourglass (2014), this framework places youth-led actions at the forefront of civic engagement. At each stage, youth, adults, and community stakeholders engage to dig deeper into civic topics to evaluate how they perceive active citizenship.
Conceptual Framework. The theoretical lenses grounding this framework are Social Constructivism (Vygotsky, 1978), Tuckman’s Stages of Group Development (1965), and the Generation Citizen Advocacy Hourglass (2014). Active citizenship must be constructed in dynamic peer-group settings where youths engage through peer-to-peer social interaction, stimulating deeper learning (Vygotsky, 1978). Tuckman’s model grounds the group dynamics concept, setting a firm foundation for civic education through the advocacy hourglass as a direct focus. Citizenship is a dynamic and fluid concept that changes as groups are formed and reformed or new issues are identified.
Method of Inquiry. This framework was designed to focus on student civic education/participation. It combines the civic process of identifying community issues and supporting students' formation of groups. The process is arranged in descending spiral order to allow students to move from one step to another to become holistically active citizens.
Data Sources. This conceptual framework was developed by analyzing the existing frameworks of Vygotsky, Tuckman, and Generation Citizen. While the core components of each framework are different, they each support the deeper engagement of learning through group social context. Each of these frameworks calls for critically examining topics for social/community change with group formation and social movement.
Discussion & Conclusion. This Active Citizen Spiral Civic framework provides K12 social studies teachers with an applicable pedagogy that aligns with the state standards. The pairing of group norms and practices ensures that students work effectively within a group structure and identify and develop solutions for community-based issues. This framework provides a holistic effort for bipartisan civic education practice and active contribution using hands-on experiences with peers.

Author

• Laura Ashley McNeice, Baylor University