Documenting the Barriers and Facilitators for Integrating Lived Civics Into K-12 Schooling

Session Type: Symposium

Abstract

Lived Civics programming entails high impact practices in student learning including: 1) exploring social issues relevant to youth, 2) affirming diverse lived experiences, and 3) embracing experiential learning and social action (Clay & Rubin, 2020). With current political tensions, integrating Lived Civics into k-12 schooling is challenging. This symposium unpacks these challenges and offers models for engagement. The first paper uses interviews to explore the role of intermediary actors in both the promotion and gatekeeping surrounding civics programming. The second paper explores youth civic engagement within online spaces and discusses opportunities to integrate youth organizing models into classroom curriculum. The third paper utilizes a design-based approach to test a Lived Civics curriculum with teachers surrounding online discourse and activism.

Sub Unit

• SIG-Democratic Citizenship in Education

Chair

• Mariah Kornbluh, University of Oregon

Papers

• Neutralizing Pull Factors: Intermediary Gatekeeping on the Use of Research Evidence for informing Civics Programming - Mariah Kornbluh, University of Oregon

• Realizing the potential of participatory politics: Factors supporting youth expression of online civic voice. - Ellen Middaugh, San Jose State University; Sherry Bell, University of Oregon; Mariah Kornbluh, University of Oregon; Mark K. Felton, San José State University

• Lived civics in digital communities: The possibilities and challenges of civic engagement on social media - Mark K. Felton, San José State University; Ellen Middaugh, San Jose State University

Discussant

• Jessica Marshall, Spencer Foundation