Joseph Kahne
Biographic Data
| ID | 250423 |
|---|---|
| NAME | Joseph Kahne |
| GIVEN NAMES | Joseph |
| FAMILY NAME | Kahne |
| SIGNATURE | KAHNE J |
| AFFILIATIONS | Mills College |
| ORCID | 0000-0002-7236-1636 |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 612 |
| AUTHOR COUNT | 34 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 12 |
U.S. adolescents’ critical race digital literacy skills: Demographic variables and learning opportunities as contributing factors
This manuscript examines whether demographic factors and learning opportunities predict critical race digital literacy (CRDL) task performance among U.S. adolescents. Data come from the National Survey of Critical Digital Literacy, where 11–19-year-old adolescents’ CRDL skills were assessed through their responses to real-life, contemporary examples of race-related digital media (N = 1138). We found white participants performed significantly lowe…
The Cost of Culturally Divisive Conflict on US K-12 Public Schools
This article examines the prevalence of culturally divisive conflict in U.S. public schools during the 2023–2024 school year as well as the costs that school districts incurred responding to such conflict. Our analysis of culturally divisive conflict centers on community-level attacks challenging: (1) teaching about issues of race and racism; (2) rights and protections for LGBTQ+ students; and (3) student access to a full range of books. These at…
Inquiry-based and culturally responsive learning opportunities in social studies: A panel study of their relationships to civic development
Principals’ Responses to Student Gun Violence Protests: Deter, Manage, or Educate for Democracy
Context: School-based student protests have received little scholarly attention, yet they have the potential to impact the school community, students’ civic development, and larger social movements. Principals are key actors in responding to school-based student protests. As school leaders, principals’ actions affect the outcome of student protests and shape many students’ first experiences as activists. Purpose: This study examines U.S. public h…
Assessing the state of media literacy policy in U.S. K-12 schools
Warning signs for the health of the American democracy abound. These challenges have multiple manifestations and multiple roots, but media and the Internet, more broadly, are implicated in prominent ways. Schools, the institutions charged with educating current and future generations, have a role to play in supporting the preparation of an informed citizenry. This study examines the extent to which state level legislation supports the provision o…
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
Adolescents’ Analyses of Digital Media Related to Race and Racism in the 2020 U.S. Election: An Assessment of Their Needs and Skills
Adolescents’ heavy engagement with digital news and social media brings them considerable exposure to race-related content, especially during election cycles. We assess how well young people navigate that kind of digital content, using a nationally representative longitudinal study in which baseline data was collected during and after the 2020 election. We categorize young people’s responses to two real-life examples of digital media related to p…
Expanding digital citizenship education to address tough issues
Teachers need new instructional strategies and systemwide support to educate students about the threats that racism, hyper-partisanship, and disinformation pose to democracy. Nicole Mirra, Sarah McGrew, Joseph Kahne, Antero Godina Garcia, and Brendesha Tynes explore the three major elements of digital citizenship education — safety and civility, media analysis, and student voice — and introduce evidence-based principles that can deepen teaching a…
Is Responsiveness to Student Voice Related to Academic Outcomes? Strengthening the Rationale for Student Voice in School Reform
Purpose: Drawing on relevant literature, we conceptualize three pathways through which responsiveness to student voice may promote academic goals. Then, we analyze panel data of students in the Chicago Public Schools to examine this relationship. We focus on the “responsiveness” of teachers and administrators to student voice, because prior work has highlighted that opportunities for student voice are often symbolic. Our central goal is to examin…
Civic Education in a Politically Polarized Era
A healthy democracy requires informed citizens on all sides of the political spectrum but extreme political polarization creates significant challenges. This study examines how teachers conceptualize civic education in an ideologically and racially diverse school district. Embedded within a research-practice partnership, this case offers timely insight into what civic education means to public school teachers in a politically polarized era and id…
The Political Significance of Social Media Activity and Social Networks
This paper examines panel data from two waves of the Youth Participatory Politics Survey, a nationally representative sample of young people in the United States. It employs a cross-lagged design to investigate the extent to which common forms of online activity create pathways to online and offline forms of political activity. Specifically, we examine the influence of Friendship-Driven (FD) and Interest-Driven (ID) online activity on online part…
Facing Facts in an Era of Political Polarization: Young People’s Learning and Knowledge about Economic Inequality
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation
This article investigates youth judgments of the accuracy of truth claims tied to controversial public issues. In an experiment embedded within a nationally representative survey of youth ages 15 to 27 ( N = 2,101), youth were asked to judge the accuracy of one of several simulated online posts. Consistent with research on motivated reasoning, youth assessments depended on (a) the alignment of the claim with one’s prior policy position and to a l…
U Suk! Participatory Media and Youth Experiences With Political Discourse
In light of evidence that the Internet, participatory media, and online communities are increasingly central to civic and political life, this article investigates online political discourse as a context of youth civic development. Drawing on a national survey of 2,519 youth, ages 15 to 24, we find that exposure to conflict in online discourse is common. Nearly half of youth report witnessing conflict online, although fewer participate directly i…
Redesigning Civic Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement
The digital revolution has enabled important changes in political life. Opportunities to engage in participatory politics have expanded significantly. Participatory politics differ from institutional politics in that they are peer-based, interactive, and not guided by deference to traditional elites and institutions. These changes require a response from civic educators. Core practices of civic and political engagement, such as investigation, dia…
Youth comprehension of political messages in YouTube videos
This article investigates the extent to which young people are able to comprehend the political messages contained in satirical videos that circulate online. We do so through an analysis of responses to videos embedded within an online survey of 15- to 25-year-olds ( N = 2070) conducted in 2011. Respondents were randomly assigned to view one of two short, humorous YouTube videos relating to immigration policy and were then asked questions that te…
The Civic and Political Significance of Online Participatory Cultures among Youth Transitioning to Adulthood
Much scholarship has examined how accessing news and other civic and politically oriented online activities can influence offline civic and political behaviors. Much less is known about the influence of nonpolitical online activity on civic and political practices. We found that youth engagement in some forms of nonpolitical online activity can serve as a gateway to participation in civic and political life, including volunteering, community prob…
New Media as a Tool for Civic Learning
Service-Learning, a popular approach to citizenship education in the US, provides youth with opportunities to define and address public needs while reflecting on the knowledge, skills, and relationships needed to do such work. This approach assumes education for democratic citizenship must help youth understand themselves as part of a larger community, increase their sense of agency and efficacy as civic actors, and increase their ability to anal…
Different Pedagogy, Different Politics: High School Learning Opportunities and Youth Political Engagement
Using data from an original two‐wave panel survey of California high school students and a two‐wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In cont…
Youth online activity and exposure to diverse perspectives
Some see the internet as a means of exposure to divergent perspectives, while others believe that it is likely to foster echo chambers. We agree that it is important to attend to these possibilities, but we find that this discussion is often framed inappropriately. Drawing on a unique panel survey of the online practices and civic and political engagement of youth (aged 16–21), we find that most youth do not report exposure to echo chambers or di…
Democracy for Some: The Civic Opportunity Gap in High School
Developing Citizens: The Impact of Civic Learning Opportunities on Students’ Commitment to Civic Participation
This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students’ commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curri…
The Limits of Political Efficacy: Educating Citizens for a Democratic Society
Justin is not alone. In a recent study of high school seniors from California, for example, only 28% agreed that “I think people in government care about what people like me and my family need” (Kahne and Middaugh 2005). Related findings are common. A survey by the National Association of Secretaries of State, for example, revealed that two-thirds of all young people agreed that “our generation has an important voice, but no one seems to hear it.…
What Kind of Citizen? The Politics of Educating for Democracy
Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aim…
Educating the “Good” Citizen: Political Choices and Pedagogical Goals
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
What Kind of Citizen? The Politics of Educating for Democracy
Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aim…
Developing Citizens: The Impact of Civic Learning Opportunities on Students’ Commitment to Civic Participation
This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students’ commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curri…
Different Pedagogy, Different Politics: High School Learning Opportunities and Youth Political Engagement
Using data from an original two‐wave panel survey of California high school students and a two‐wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In cont…
The Political Significance of Social Media Activity and Social Networks
This paper examines panel data from two waves of the Youth Participatory Politics Survey, a nationally representative sample of young people in the United States. It employs a cross-lagged design to investigate the extent to which common forms of online activity create pathways to online and offline forms of political activity. Specifically, we examine the influence of Friendship-Driven (FD) and Interest-Driven (ID) online activity on online part…
Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation
This article investigates youth judgments of the accuracy of truth claims tied to controversial public issues. In an experiment embedded within a nationally representative survey of youth ages 15 to 27 ( N = 2,101), youth were asked to judge the accuracy of one of several simulated online posts. Consistent with research on motivated reasoning, youth assessments depended on (a) the alignment of the claim with one’s prior policy position and to a l…
The Limits of Political Efficacy: Educating Citizens for a Democratic Society
Justin is not alone. In a recent study of high school seniors from California, for example, only 28% agreed that “I think people in government care about what people like me and my family need” (Kahne and Middaugh 2005). Related findings are common. A survey by the National Association of Secretaries of State, for example, revealed that two-thirds of all young people agreed that “our generation has an important voice, but no one seems to hear it.…
Educating the “Good” Citizen: Political Choices and Pedagogical Goals
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Youth online activity and exposure to diverse perspectives
Some see the internet as a means of exposure to divergent perspectives, while others believe that it is likely to foster echo chambers. We agree that it is important to attend to these possibilities, but we find that this discussion is often framed inappropriately. Drawing on a unique panel survey of the online practices and civic and political engagement of youth (aged 16–21), we find that most youth do not report exposure to echo chambers or di…
Redesigning Civic Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement
The digital revolution has enabled important changes in political life. Opportunities to engage in participatory politics have expanded significantly. Participatory politics differ from institutional politics in that they are peer-based, interactive, and not guided by deference to traditional elites and institutions. These changes require a response from civic educators. Core practices of civic and political engagement, such as investigation, dia…
The Civic and Political Significance of Online Participatory Cultures among Youth Transitioning to Adulthood
Much scholarship has examined how accessing news and other civic and politically oriented online activities can influence offline civic and political behaviors. Much less is known about the influence of nonpolitical online activity on civic and political practices. We found that youth engagement in some forms of nonpolitical online activity can serve as a gateway to participation in civic and political life, including volunteering, community prob…
Assessing After-School Programs as Contexts for Youth Development
Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American s…
Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
This study examined the “opportunities to learn” related to the democratic purposes of schooling that students receive in eighth, ninth, and tenth grade social studies classrooms. We identified five prominent frameworks linking curricular strategies to the preparation of citizens for a democratic society. We then created rubrics that reflected these conceptions and used these rubrics to code observations of 135 social studies classrooms in Chicag…
Youth comprehension of political messages in YouTube videos
This article investigates the extent to which young people are able to comprehend the political messages contained in satirical videos that circulate online. We do so through an analysis of responses to videos embedded within an online survey of 15- to 25-year-olds ( N = 2070) conducted in 2011. Respondents were randomly assigned to view one of two short, humorous YouTube videos relating to immigration policy and were then asked questions that te…
Social studies education research for sustainable democratic societies: Addressing persistent civic challenges
Social studies education and research can and must play a central role in sustaining democratic societies. As we commemorate the 50th anniversary of this vital journal that aims to strengthen social studies education, democratic societies face numerous serious challenges. Although today’s circumstances are unique, many of our current challenges have existed (and will continue to exist) in some form throughout the history of democracy. In this art…
The Politics of Self-Esteem
The notion of self-esteem resonates powerfully and is referred to frequently in American culture. Rhetorical connections between self-esteem and desirable educational policy are ubiquitous; promoting students’ self-esteem, particularly that of minority and poorly performing students, is a prime concern. Is this focus desirable? Before analysts can assess self-esteem as a goal for policy and practice, they must consider the ideological orientation…
Is Responsiveness to Student Voice Related to Academic Outcomes? Strengthening the Rationale for Student Voice in School Reform
Purpose: Drawing on relevant literature, we conceptualize three pathways through which responsiveness to student voice may promote academic goals. Then, we analyze panel data of students in the Chicago Public Schools to examine this relationship. We focus on the “responsiveness” of teachers and administrators to student voice, because prior work has highlighted that opportunities for student voice are often symbolic. Our central goal is to examin…
U Suk! Participatory Media and Youth Experiences With Political Discourse
In light of evidence that the Internet, participatory media, and online communities are increasingly central to civic and political life, this article investigates online political discourse as a context of youth civic development. Drawing on a national survey of 2,519 youth, ages 15 to 24, we find that exposure to conflict in online discourse is common. Nearly half of youth report witnessing conflict online, although fewer participate directly i…
Civic Education in a Politically Polarized Era
A healthy democracy requires informed citizens on all sides of the political spectrum but extreme political polarization creates significant challenges. This study examines how teachers conceptualize civic education in an ideologically and racially diverse school district. Embedded within a research-practice partnership, this case offers timely insight into what civic education means to public school teachers in a politically polarized era and id…
New Media as a Tool for Civic Learning
Service-Learning, a popular approach to citizenship education in the US, provides youth with opportunities to define and address public needs while reflecting on the knowledge, skills, and relationships needed to do such work. This approach assumes education for democratic citizenship must help youth understand themselves as part of a larger community, increase their sense of agency and efficacy as civic actors, and increase their ability to anal…
Facing Facts in an Era of Political Polarization: Young People’s Learning and Knowledge about Economic Inequality
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Wide Awake to the World: The Arts and Urban Schools—Conflicts and Contributions of an After-School Program
While the benefits of arts involvement are increasingly clear, policies and practices consistent with this recognition are not proceeding apace. Nearly half the schools in the United States have no full-time arts teachers and emphases on “standards” have led to the elimination of the arts in many urban schools.This case study of a multi-year after-school arts program in urban public schools explores challenges and tensions that emerged during the…
Assessing the Coordination of Children's Services: Dilemmas Facing Program Administrators, Evaluators, and Policy Analysts
Assessing the Coordination of Children's Services: Dilemmas Facing Program Administrators, Evaluators, and Policy Analysts
Educational remedies for school segregation: A social science statement to the U.S. Supreme Court inMissouri v. Jenkins
The Politics of Self-Esteem
The notion of self-esteem resonates powerfully and is referred to frequently in American culture. Rhetorical connections between self-esteem and desirable educational policy are ubiquitous; promoting students’ self-esteem, particularly that of minority and poorly performing students, is a prime concern. Is this focus desirable? Before analysts can assess self-esteem as a goal for policy and practice, they must consider the ideological orientation…
Why What Works Doesn't in Teacher Education
Personalized Philanthropy: Can it Support Youth and Build Civic Commitments
The I Have a Dream (IHAD) program provides financial, academic, and social support to randomly selected classes of youth throughout the country. Each program is sponsored by a philanthropist who becomes personally involved with the youth he or she supports. This personalized philanthropic approach aims to forge relationships that bridge social class as well as racial and ethnic divides. When such bridges are built, proponents argue, the impact on…
Developing Citizens for Democracy? Assessing Opportunities to Learn in Chicago's Social Studies Classrooms
This study examined the “opportunities to learn” related to the democratic purposes of schooling that students receive in eighth, ninth, and tenth grade social studies classrooms. We identified five prominent frameworks linking curricular strategies to the preparation of citizens for a democratic society. We then created rubrics that reflected these conceptions and used these rubrics to code observations of 135 social studies classrooms in Chicag…
A Pedagogy of Collective Action and Reflection: Preparing Teachers for Collective School Leadership
If teacher educators are to prepare teachers to become leaders who work together toward reform in newly restructured schools, schools of education must change the curriculum and design of their teacher education programs. Drawing on a study of an experimental teacher education program, the authors recommend changes that prepare new teachers to assume greater leadership responsibility, particularly for collaborative curriculum design and implement…
Wide Awake to the World: The Arts and Urban Schools—Conflicts and Contributions of an After-School Program
While the benefits of arts involvement are increasingly clear, policies and practices consistent with this recognition are not proceeding apace. Nearly half the schools in the United States have no full-time arts teachers and emphases on “standards” have led to the elimination of the arts in many urban schools.This case study of a multi-year after-school arts program in urban public schools explores challenges and tensions that emerged during the…
Assessing After-School Programs as Contexts for Youth Development
Educators, policy makers, and funders increasingly argue that structured afterschool activities can provide youth with valuable supports for development. Studies assessing the impact of particular programs and strategies, however, are rare. This study presents a method of assessment that enables evaluation of varied youth programs in accordance with a youth development agenda. The data include a sample of 6th-through 10th-grade African American s…
What Kind of Citizen? The Politics of Educating for Democracy
Educators and policymakers increasingly pursue programs that aim to strengthen democracy through civic education, service learning, and other pedagogies. Their underlying beliefs, however, differ. This article calls attention to the spectrum of ideas about what good citizenship is and what good citizens do that are embodied in democratic education programs. It offers analyses of a 2-year study of educational programs in the United States that aim…
Educating the “Good” Citizen: Political Choices and Pedagogical Goals
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
The Limits of Political Efficacy: Educating Citizens for a Democratic Society
Justin is not alone. In a recent study of high school seniors from California, for example, only 28% agreed that “I think people in government care about what people like me and my family need” (Kahne and Middaugh 2005). Related findings are common. A survey by the National Association of Secretaries of State, for example, revealed that two-thirds of all young people agreed that “our generation has an important voice, but no one seems to hear it.…
Developing Citizens: The Impact of Civic Learning Opportunities on Students’ Commitment to Civic Participation
This study of 4,057 students from 52 high schools in Chicago finds that a set of specific kinds of civic learning opportunities fosters notable improvements in students’ commitments to civic participation. The study controls for demographic factors, preexisting civic commitments, and academic test scores. Prior large-scale studies that found limited impact from school-based civic education often did not focus on the content and style of the curri…
Democracy for Some: The Civic Opportunity Gap in High School
Youth online activity and exposure to diverse perspectives
Some see the internet as a means of exposure to divergent perspectives, while others believe that it is likely to foster echo chambers. We agree that it is important to attend to these possibilities, but we find that this discussion is often framed inappropriately. Drawing on a unique panel survey of the online practices and civic and political engagement of youth (aged 16–21), we find that most youth do not report exposure to echo chambers or di…
The Civic and Political Significance of Online Participatory Cultures among Youth Transitioning to Adulthood
Much scholarship has examined how accessing news and other civic and politically oriented online activities can influence offline civic and political behaviors. Much less is known about the influence of nonpolitical online activity on civic and political practices. We found that youth engagement in some forms of nonpolitical online activity can serve as a gateway to participation in civic and political life, including volunteering, community prob…
New Media as a Tool for Civic Learning
Service-Learning, a popular approach to citizenship education in the US, provides youth with opportunities to define and address public needs while reflecting on the knowledge, skills, and relationships needed to do such work. This approach assumes education for democratic citizenship must help youth understand themselves as part of a larger community, increase their sense of agency and efficacy as civic actors, and increase their ability to anal…
Different Pedagogy, Different Politics: High School Learning Opportunities and Youth Political Engagement
Using data from an original two‐wave panel survey of California high school students and a two‐wave panel survey of high school students in Chicago, we find that different pedagogical approaches influence different forms of civic and political engagement. Specifically, controlling for prior levels of engagement and demographic factors, we find that open discussion of societal issues promotes engagement with political issues and elections. In cont…
Youth comprehension of political messages in YouTube videos
This article investigates the extent to which young people are able to comprehend the political messages contained in satirical videos that circulate online. We do so through an analysis of responses to videos embedded within an online survey of 15- to 25-year-olds ( N = 2070) conducted in 2011. Respondents were randomly assigned to view one of two short, humorous YouTube videos relating to immigration policy and were then asked questions that te…
Redesigning Civic Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement
The digital revolution has enabled important changes in political life. Opportunities to engage in participatory politics have expanded significantly. Participatory politics differ from institutional politics in that they are peer-based, interactive, and not guided by deference to traditional elites and institutions. These changes require a response from civic educators. Core practices of civic and political engagement, such as investigation, dia…
Facing Facts in an Era of Political Polarization: Young People’s Learning and Knowledge about Economic Inequality
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation
This article investigates youth judgments of the accuracy of truth claims tied to controversial public issues. In an experiment embedded within a nationally representative survey of youth ages 15 to 27 ( N = 2,101), youth were asked to judge the accuracy of one of several simulated online posts. Consistent with research on motivated reasoning, youth assessments depended on (a) the alignment of the claim with one’s prior policy position and to a l…
U Suk! Participatory Media and Youth Experiences With Political Discourse
In light of evidence that the Internet, participatory media, and online communities are increasingly central to civic and political life, this article investigates online political discourse as a context of youth civic development. Drawing on a national survey of 2,519 youth, ages 15 to 24, we find that exposure to conflict in online discourse is common. Nearly half of youth report witnessing conflict online, although fewer participate directly i…
The Political Significance of Social Media Activity and Social Networks
This paper examines panel data from two waves of the Youth Participatory Politics Survey, a nationally representative sample of young people in the United States. It employs a cross-lagged design to investigate the extent to which common forms of online activity create pathways to online and offline forms of political activity. Specifically, we examine the influence of Friendship-Driven (FD) and Interest-Driven (ID) online activity on online part…
Civic Education in a Politically Polarized Era
A healthy democracy requires informed citizens on all sides of the political spectrum but extreme political polarization creates significant challenges. This study examines how teachers conceptualize civic education in an ideologically and racially diverse school district. Embedded within a research-practice partnership, this case offers timely insight into what civic education means to public school teachers in a politically polarized era and id…
Sociology (28 works) · Political science (27 works) · Politics (22 works) · Public relations (18 works) · Law (17 works) · Pedagogy (17 works) · Psychology (17 works) · Social Media and Politics (16 works) · Educator Training and Historical Pedagogy (14 works) · Democracy (12 works)