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Teaching history for the common good
This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students.
eBook
Uninformed: why people know so little about politics and what we can do about it
Research polls, media interviews, and everyday conversations reveal an unsettling truth: citizens, while well-meaning and even passionate about current affairs, appear to know very little about politics. Hundreds of surveys document vast numbers of citizens answering even basic questions about government incorrectly. Given this unfortunate state of affairs, it is not surprising that more knowledgeable people often deride the public for its ignorance. Some experts even think that less informed citizens should stay out of politics altogether. As Arthur Lupia shows in Uninformed, this is not constructive. At root, critics of public ignorance fundamentally misunderstand the problem. Many experts believe that simply providing people with more facts will make them more competent voters. However, these experts fail to understand how most people learn, and hence don't really know what types of information are even relevant to voters. Feeding them information they don't find relevant does not address the problem. In other words, before educating the public, we need to educate the educators. Lupia offers not just a critique, though; he also has solutions. Drawing from a variety of areas of research on topics like attention span and political psychology, he shows how we can actually increase issue competence among voters in areas ranging from gun regulation to climate change. To attack the problem, he develops an arsenal of techniques to effectively convey to people information they actually care about. Citizens sometimes lack the knowledge that they need to make competent political choices, and it is undeniable that greater knowledge can improve decision making. But we need to understand that voters either don't care about or pay attention to much of the information that expertst think is important. Uninformed provides the keys to improving political knowledge and civic competence: understanding what information is important to others and knowing how to best convey it to them.
eBook
Civic education, citizenship, and democracy
Critics suggest that youth lack basic civic knowledge and are disengaging from civic action, particularly political action. The validity of these criticisms depends on how civic knowledge and civic engagement are defined. The results of four studies of civic education, conducted by the IEA over a period of almost 50 years, are examined in terms of the definition of these concepts. Five questions are addressed: (1) What are the goals of civic education? (2) What is civic knowledge? (3) What is civic engagement? (4) What are civic attitudes and values? (5) What do we know about teaching civics in schools? The results suggest that (1) there is disagreement on the goals of civic education; (2) civic knowledge is often equated with the memorization of facts about government and politics; (3) civic engagement is different from political engagement, with today’s youth more interested in civic engagement; (4) civic attitudes and values may be more important than civic knowledge or engagement for preparing informed, productive citizens; and (5) there is limited time for teaching civics in schools, and the ways in which civics is currently taught are inconsistent with the kind of teaching needed.
Journal Article
Dream Play Build
The room is dim, the chairs are in perfectly lined rows. The city planner puts up a color-coded diagram of the street improvement project, dreading the inevitable angry responses.
Jana loves her community and is glad to be able to attend the evening meeting, and she has a lot of ideas for community change. But she has a hard time hearing, and can’t see the diagrams clearly. She leaves early.
It’s time to imagine a different type of community engagement – one that inspires connection, creativity, and fun.
People love their communities and want them to become safer, healthier, more prosperous places. But the standard approach to public meetings somehow makes everyone miserable. Conversations that should be inspiring can become shouting matches. So what would it look like to facilitate truly meaningful discussions between citizens and planners? What if they could be fun?
For twenty years, James Rojas and John Kamp have been looking to art, creative expression, and storytelling to shake up the classic community meeting. In Dream Play Build , they share their insights into building common ground and inviting active participation among diverse groups. Their approach, “Place It!,” draws on three methods: the interactive model-building workshop, the pop-up, and site exploration using our senses. Using our hands to build and create is central to what makes us human, helping spark ideas without relying on words to communicate. Deceptively playful, this method is remarkably effective at teasing out community dreams and desires from hands-on activities. Dream Play Build offers wisdom distilled from workshops held around the world, and a deep dive into the transformational approach and results from the South Colton community in southern California. While much of the process was developed through in-person meetings, the book also translates the experience to online engagement--how to make people remember their connections beyond the computer screen.
Inspirational and fun, Dream Play Build celebrates the value of engaging with the dreams we have for our communities. Readers will find themselves weaving these artful, playful lessons and methods into their own efforts for making change within the landscape around them.
eBook
Popular culture and the civic imagination : case studies of creative social change
\"\"Popular Culture and the Civic Imagination\" examines case studies of creative social change\"-- Provided by publisher.
Book
Moral and civic education in French schools as a pillar of national citizenship and European citizenship
The concept of citizenship has always been the subject of controversy in terms of content and scope. France, which has always been characterised as a centralist state, clearly determines the principles and values that are to prevail in the Republic. However, as far as French citizenship is concerned, the debate revolves around how these values and principles function under the constraints of social life, how the cultural and moral contents of \"republic\" and \"secularism\" are constituted, and how these contents circulate, evolve, transform and produce results. Moreover, the problem is exacerbated by the emergence of the European Union as a result of having to assume the figure of dual citizenship, by virtue of Art. 9 of the Maastricht Treaty. Civic education, especially in non-university education, is therefore one of the main tools for achieving the desired social cohesion.
Journal Article