Talk of civics education seems to be everywhere these days. From concerns about students not knowing enough civics to blaming election results on civics education to arguments that more rigorous civics classes won’t solve much. A recent article from NPR, asked what civics education needs to “stick” with students. The article suggests civics education must start when students are young, be inclusive, create opportunities for practice, and prompt students to“question everything.” All of these suggestions are certainly reflected with the C3 Framework and inquiry arc. As the school year begins to get under way, I wanted to use my blog post as an opportunity to solicit the wisdom of the C3 Teacher community. Lately, I have been discussing with colleagues how to bring more meaningful, engaged civic education to classrooms. As the Framework states, educators have many objectives for their practices. Particularly, advocates of citizenship education may reflect variance across the political spectrum, but “[t]he goal of knowledgeable, thinking and active citizens, however, is universal” (p. 5). So, what do you need to fulfill this goal in your classes?
How are you addressing the gaps we hear are occurring in education?
Where do you see yourself and your practice in this age of civics?
How do you integrate civics education in your courses?
What resources or supports would you need to better bring meaningful civic experiences to your classroom?
What additional resources do you need to help bring more Taking Informed Action opportunities to your students?
Please share your perspectives with the C3 Teacher community and I! Tweet @C3Teachers or email me (carly.muetterties@uky.edu).