Abstract
Many civic education initiatives have developed across the United States in order to help prepare students for civic engagement in school-based settings. At the same time, research shows that quality of school-based civic learning opportunities remains insufficient, inconsistent, and inequitable. In this article, we propose a framework of civic learning dispositions based upon current social studies curricular resources from C3 Teachers. Based on a thematic review of civic dispositions embedded within this C3 Framework-aligned curriculum, we offer a framework to demonstrate how civic dispositions and the application of social studies learning (i.e., civic action) can be used in curriculum design to support a reinvigorated application of social studies learning. The framework, then, provides a theoretically informed, practical heuristic for teachers, researchers and curricular designers to both better understand and subsequently support their students’ high-quality civic learning in the context of social studies teaching and learning.
Response to this Article
Peter M. Nelson and Avner Segall, Critical Inquiry, Conceptual Clarity, and Contextual Limits
Recommended Citation
Muetterties, C. C.
, DiGiacomo, D.
, New, R.
(2022).
Recentering Civics: A Framework for Building Civic Dispositions and Action Opportunities.
Democracy and Education,
30
(1), Article 3.
Available at:
https://democracyeducationjournal.org/home/vol30/iss1/3