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Session Type: Symposium
Across the United States, teachers are tasked to provide students with the “content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy” (National Council for the Social Studies, 2005, p. 1). Therefore, schools and teachers bear a major responsibility for educating children and adolescents to become democratically engaged citizens that ensure the survival of democracy. This symposium discusses how this responsibility can be best assumed by (1) illustrating best school/teaching practices from different countries and educational settings, and (2) comparing and debating the impact of different agents of political socialization during adolescents’ acquisition of civic literacy.
What Drives High School Students' Civic Literacy? An Investigation of German Seventh and 10th Graders - Pascal Alscher, TU Dortmund University; Paul Fabian, TU Dortmund University; Ulrich Ludewig, TU Dortmund University; Nele McElvany, TU Dortmund University
Socioeconomic Inequalities in Civic Learning in Nordic Schools: Can In-School Civic Participation Support the Disadvantaged? - Bryony Hoskins, Roehampton University; Cecilia Arensmeier
High School Service-Learning and Affective Partisanship - Christopher H. Clark, University of North Dakota
Discomfort and Engagement: How High School Students Experience Deliberations and Debates About Controversial Political Issues - Paula McAvoy, North Carolina State University; Arine Lowery, North Carolina State University; Nada Wafa, North Carolina State University
The Digital Dimensions of Civic Education: Assessing the Effects of Learning Opportunities - Joseph E. Kahne, University of California - Riverside; Benjamin T. Bowyer, Mills College