Students as Place-Makers

A Case Study on Action Civics and Place

Datos Bibliográficos

ID8924329
AutoresVictoria Davis Smith (0000-0002-2132-7593, University of Alabama, autor de correspondencia), Kevin Russel Magill (0000-0002-1438-1460, Baylor University), Michelle Bauml (0000-0003-2033-4051, Texas Christian University), Brooke Blevins (0000-0001-6380-5824, University of Idaho), Karon LeCompte (0000-0002-1278-2789, Baylor University)
Año2023
Volumen59
Número3
Páginas318-337
Fecha de publicación2023-04-14
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Studies (JOURNAL)
Identificadores de la revistaISSN: 0013-1946 • E-ISSN: 1532-6993
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2023.2200188
OpenAlexW4365509905
IdiomaEN
Citas recibidas4
Referencias citadas60

In this study, we aimed to understand the role of place in how young people come to understand civic life. We implemented and studied an action civics curriculum at two sites to explore the connections between place and youth civic identity. We found that (1) place informs students' conceptualizations of community responsibility and collective action, (2) place can help students see community issues in expansive and critical ways, and (3) attention to place during instruction can encourage young people to identify as civic agents. We suggest that a pedagogical emphasis between place and action civics helps students imagine themselves as builders of their socio-material reality and contributes to their civic knowledge, skills, and dispositions

Action (physics · Aesthetics · Citizenship · Citizenship education · Civic engagement · Civics · Curriculum · Environmental education · Expansive · Identity (music · Pedagogy · Place-Based Education · Political science · Politics · Sociology · Educator Training and Historical Pedagogy · Indigenous and Place-Based Education · Law · Youth Development and Social Support