Category Archives: advocating civic education

Illinois adopting the “C3” Social Studies framework

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This is exciting news for me as a co-author of the College, Career and Civic (C3) Framework for the Social Studies, a long-time ally of the Illinois Civic Mission Coalition, and a friend of Shawn Healy:

State Superintendent of Education Christopher A. Koch has announced that he has requested a review of the state’s arts and social studies education standards. …

Another group of education partners will form a task force, led by the Illinois Civic Mission Coalition, to develop new social studies standards. The task force will consist of teachers representing various grades, as well as representatives from the disciplines of civics, economics, geography, history and sociology. The panel will review the College, Career and Civic Framework, which was published last fall by the National Council for the Social Studies, to guide its efforts. The group will also draw from the experiences of several other states that have recently embarked on a similar process.

“Strong social studies standards join the core disciplines of math, English language arts and science to help not only prepare students for college and careers, but for engagement in civic life,” said Shawn P. Healy, chair of the Illinois Civic Mission Coalition and the Civic Learning and Engagement Scholar at the Robert R. McCormick Foundation. “This is a promising step in reviving the civic health of our state.”

Other states–at least including New York, Connecticut, and Kentucky–are also using the C3 to help revise their standards.

how to teach the constitution of cyberspace

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Tomorrow at the American Political Science Association, I’ll be joining Hahrie C. Han (Wellesley College), Cathy J. Cohen (University of Chicago), and Joseph Kahne (Mills College) on a panel on Civic Education after the Digital Revolution Date (10:15 AM-12:00 PM, Omni Palladian Ballroom, DC).

This is one topic I’d like to discuss: Students should understand and be able to critically assess the basic rules and structure of the Internet, much as they should understand and be able to criticize the US Constitution. But the Internet is harder to grasp, for both teachers and students. How should the “constitution of cyberspace” be taught (if at all)?

The US government as an institution that students should understand in order to critically assess it. To be sure, the government is large and complex, it has changed over time, and it has both proponents and sharp critics. Yet it has one fundamental document (the US Constitution) and one impressive justification (in the Federalist Papers) that provide focal points of debate. Students can learn a lot by reading the Constitution, some of the Federalist Papers, and some critics of the Constitution and then applying their knowledge through discussions of historical and current controversies.

In contrast, Web 2.0 has no constitution and no Federalist Papers. I admire perceptive theorists of the new media landscape: Benkler (2006), boyd (2008), Castells (2000), Lessig (2000), Shirky (2008), Sunstein (2007), and others. None of these authors would claim to be the James Madison of cyberspace. They did not have the authority to write its fundamental rules, and they do not offer highly general justifications of it. Their writing is too difficult to be assigned directly in most k-12 classrooms. Their scholarship has not been digested for youth audiences, nor has it prominent expression in political discourse. If there is a Gettysburg Address for the new media environment, I have not seen it.

I do not presume that the US Constitution is preferable to the rules of cyberspace or that the framers of the Constitution are more admirable than the architects of the digital world. The Constitution requires critical evaluation; the Internet has attractive features. I would simply assert that it is harder to understand cyberspace than the US government because only the latter has an authoritative code (the Constitution) and official justifications that we can read and critically evaluate.

a real chance to improve civics in California

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I am pasting excerpts of a press release below, because I am excited about what it announces and I have been involved as a consultant on the project. It is an example of the kind of strategy we recommended in the report of the Commission on Youth Voting and Civic Knowledge, entitled “All Together Now: Collaboration and Innovation for Youth Engagement” (2013):

Sacramento, Calif., August 5, 2014 – California Chief Justice Tani G. Cantil-Sakauye and State Superintendent of Public Instruction Tom Torklakson today received the Final Report of the California Task Force on K-12 Civic Learning. The report is the culmination of a year-long process of assessing the state of civic learning in California schools, receiving input at regional meetings, and crafting research-based recommendations to ensure that all California K-12 students gain the knowledge, skills and values they need to succeed in college, career and civic life.  Both the executive summary and the full report are available online.

Members of the California Task Force on K-12 Civic Learning, co-chaired by Justice Judith McConnell and Sacramento County Superintendent of Schools David Gordon, presented the recommendations aimed at providing all students in California with the instruction, support and experiences they need to actively participate in society and succeed in the 21st century workplace.

These recommendations include:

  • revision of the California History/Social Science content standards;
  • integration of civic learning into state assessment and accountability systems;
  • improved professional learning for teachers connected to Common Core State Standards;
  • sharing of curriculum resources and best practices;
  • engaging stakeholders from local government, business, the courts, nonprofits, community organizations and parents; and
  • promoting funding in Local Control Accountability Plans (LCAP) through Local Control Funding Formula (LCFF).

adult civic education in the Workforce Redevelopment Act

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The Workforce Investment Act of 1998 consolidated federal adult education programs. Congress just passed a re-authorization that has gone to the president for his signature. Section 201 deals with Adult Education and Family Literacy. The reauthorized section 201 “create[s] a partnership among the Federal Government, States, and localities to provide, on a voluntary basis, adult education and literacy activities.” The list of purposes for these activities begins with employment and job skills, as one would expect for a Department of Labor program. But the Campaign for the Civic Mission of Schools alerted me to section 4(b), which mentions another outcome: “acquiring an understanding of the American system of Government, individual freedom, and the responsibilities of citizenship.” Section 243 then specifically mentions “integrated English literacy and civics education.” Funds for this purpose are to be allocated–in part–on the basis of the number of newly naturalized citizens per state. Money can flow to nonprofits, state agencies, universities, libraries, etc.

Of course, everything depends on how these provisions are implemented. Civics education for new immigrants could be mere jingoistic propaganda, or it could be well-intentioned and yet poorly handled. However, as I argued in a CNN.com column last year, we can and should educate new immigrants for effective and responsible civic participation. That will be good for them as individuals, good for their communities, and good for democracy. I am enthusiastic about these provisions in the Workforce Investment Act. It is now up to us to make sure they are well implemented.

needed: the case method for civics

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David Garvin has written, “All professional schools face the same difficult challenge: how to prepare students for the world of practice. Time in the classroom must somehow translate directly into real-world activity: how to diagnose, decide, and act. A surprisingly wide range of professional schools … have concluded that the best way to teach these skills is by the case method.”

I propose that we need cases for citizens. Of course, there are many case studies available. Participedia provides hundreds of examples of citizens’ engagement with government. Many books (including my own) tell stories of successful or failed civic efforts.

But the case method is a little different. A “case” in this context means a deliberately incomplete story. It ends at a point of decision for a character or small group. The decision is contrived or chosen to be difficult in the specific sense that it is unresolvable by any formula or algorithm. Such difficulty may arise because the situation involves conflicting and incommensurable values or because the facts and likely outcomes are uncertain–or both. These two sources of indeterminacy are extremely common. Yet we must act. Garvin writes:

“The case system, ” business school alumnus Powell Niland, now of Washington University, has observed, “puts the student in the habit of making decisions.” Day after day, classes revolve around protagonists who face critical choices. Delay is seldom an option. Both faculty and students cite the “bias for action” that results—what Fouraker professor of business administration Thomas Piper calls “courage to act under uncertainty.”

In the Summer Institute of Civic Studies last week, we discussed a case study from Harvard’s Pluralism Project. It involves an adult leader (who, coincidentally, I happen to know) who helped youth organize an interfaith event in a synagogue and who must decide, at very short notice, what to do about a sign that says, “We support Israel.” This is a case about religious pluralism, but we could also consider it a case of civic action. We need more cases like it.

By the way, if you follow the argument of Bent Flyvberg (whom we also read in the Institute), then you will conclude that all knowledge of the social world is particularistic and case-specific. The only valid knowledge comes from cases. I think that is too strong. General knowledge is also helpful. If there are no laws or algorithms that tell us what we should do, there are at least useful rules-of-thumb and principles, both explanatory and normative. Yet cases play an essential role, especially if the purpose is to educate citizens to act.