summit on civic engagement and higher education

MEDFORD/SOMERVILLE, Mass.—In collaboration with the White House, Tufts University’s Jonathan M. Tisch College of Citizenship and Public Service will convene higher education leaders to examine the important topics of civic engagement and active citizenship at a Civic Learning and National Service Summit to be hosted at Tufts this fall. Tisch College is a leader in civic learning, political engagement and service among young people.

The upcoming summit at Tufts, which was unveiled during the AmeriCorps 20th anniversary celebrations, will address two key topics: the value of civic engagement and how to measure civic engagement commitments and outcomes. The meeting is expected to include national policy makers, higher education scholars and practitioners, and other thought leaders in the fields of education, philanthropy, business, community and government.

Alan D. Solomont, Pierre and Pamela Omidyar Dean of Tisch College, said, “More than ever before, young people today are eager to serve and they are looking for support and inspiration. We welcome this opportunity to work with the White House, leaders in higher education, and others to assess how civic engagement and service can address pressing national challenges.” Solomont, former U.S. ambassador to Spain and Andorra also chaired the bipartisan board of directors of the Corporation for National and Community Service, the federal agency that oversees such domestic service programs as AmeriCorps, Learn and Serve America, VISTA and Senior Corps.

Peter Levine, associate dean of research at Tisch College who is spearheading the upcoming summit, added, “Many colleges and universities offer excellent programs that educate their students for democracy, but there is an urgent need to make these experiences expected for all colleges and students, and to assess the outcomes.”

Tisch College will announce further details of the Civic Learning and National Service Summit in the coming weeks.

the history of civics and news literacy education

I’m in Chicago for Poynter’s News Literacy Summit, entitled “Because News Matters.” Participants promote (to varying degrees) such outcomes as: following and understanding the news, taking informed action as citizens, understanding how the media work, critically interpreting news, understanding society and politics, valuing high-quality news, understanding media effects on individual behaviors and attitudes, being well informed about current events, civilly discussing controversial issues, valuing First Amendment freedoms, making news media, and making other forms of media.

Each of these objectives has been pursued for a long time. John Dewey, for example, was a great proponent of news media literacy. To get a rough sense of what has been taught over time, consider this graph of the percentage of American students who’ve had various courses on their transcripts:

Screen Shot 2014-09-15 at 10.58.02 AM

This is a complex picture, without simple trends. I would, however, emphasize a few observations:

1) A course that truly focused on using the news media was “problems of democracy,” which typically involved having to read the daily newspaper in order to prepare for pop quizzes on current events and classroom discussions. That course had its heyday in the 1940s and is now largely gone.

2) Courses that look like college-level social science are much more common today than they were in the past.

3) American Government is a hardy perennial course. But it has to cover a wide range of material, including the history and structure of the US government. Following current events is often an afterthought, not aligned with standardized tests.

Sources: Up to 1994, Richard G. Niemi and Julia Smith, “Enrollments in High School Government Classes: Are We Short-Changing Both Citizenship and Political Science Training?” PS: Political Science and Politics, Vol. 34, No. 2 (Jun., 2001), pp. 281-287. After that, the National High School Transcript Study; CIRCLE’s 2012 survey.

the Brennan Center’s Student Voting Guide

(Orlando, FL) The laws governing registration and voting are confusing, rapidly changing, sometimes deliberately restrictive, and different in every state. In our 2012 youth survey, we found that substantial majorities of 18-29-year-olds did not know or misunderstood the laws that would govern their own voting, just four months before Election Day. Although only a minority of young adults are college students, students face an extra layer of laws governing registration at their campus addresses and use of their college ID at the polls. Students should therefore make sure to use the Brennan Center’s new Student Voter Guide. By clicking on your state, you can immediately see accurate and current information about registration, residency, allowable ID, absentee voting, and early voting.

beyond small is beautiful

(Orlando, FL) So many of the initiatives that I admire happen to be small: classrooms devoted to reflection and service, deliberative meetings of citizens, one-on-one interviews with community organizers, efforts to restore wetlands and woods. Their leaders do not necessarily favor smallness; they may wish to “go to scale.” Yet the values they prize seem linked to smallness, and I suspect that the “Small is Beautiful” movement of the late 1960s is somehow in their heritage, whether they know it or not.

With that in mind, I’ve looked superficially at E.F. Schumacher’s popular 1973 manifesto, Small is Beautiful: Economics as if People Mattered. Some passages seem to me insightful. For example:

In the affairs of men, there always appears to be a need for at least two things simultaneously, which, on the face of it, seem to be incompatible and to exclude each other. We always need both freedom and order. We need the freedom of lots and lots of small, autonomous units, and, at the same time, the orderliness of large-scale, possibly global, unity and coordination. When it comes to action, we obviously need small units, because action is a highly personal affair, and one cannot be in touch with more than a very limited number of persons at any one time. But when it comes to the world of ideas, to principles or to ethics, to the indivisibility of peace and also of ecology, we need to recognise the unity mankind and base our actions upon this recognition (p. 61).

Forty years later, it is not longer so obvious that “action” requires small scale, on the basis that “one cannot be in touch with more than a very limited number of persons at any one time.” A person can have thousands of Facebook friends and Twitter followers. Moreover, networks of people who associate voluntarily can now quickly become large and powerful. Bennett and Segerberg (2012) cite, for example, los Indignados, a movement composed of 15 million protesters in 60 Spanish cities that arose in 2011. These protesters kept “political parties, unions, and other powerful political organizations out: indeed, they were targeted as part of the political problem. … The most visible organization consisted of the richly layered digital and interpersonal communication networks centering around the media hub of Democracia real YA!

Thus I would no longer draw the line between small and big. But Schumacher was right that “action is a highly personal affair”; and domains of personal action require relationships among human beings who know and hear each other and cooperate in tangible ways. Thus we can draw a distinction between personalized politics and institutionalized politics that roughly maps onto small versus big. Schumacher would say that we need both.

 personalized institutionalized
main forms of interaction talk, collaboration, relationships rules, incentives, directives, measurements
major advantages ability to take tangible action; responsiveness to individuals’ needs fairness, efficiency, predictable general rules that permit individuals to live freely, the ability to address big problems
major disadvantages exclusiveness, petty politics and bullying, failure to address macro issues individuals have modest or intangible impact
equity and inclusion mean responding to each member’s needs and interests appropriately; inviting outsiders to join rules and rights that enhance equality of opportunity and/or outcomes for a population; applying these rules impersonally
democratic decision- making can sometimes be consensual. Always requires a concern for the feelings of each member majority vote or a market system for aggregating preferences
how to deal with collective action problems personalized appeals; sometimes a violator is ostracized requirements, monitoring, and penalties (e.g., in a system of taxation)
roles are relatively informal and can be equivalent for all members formalized and differentiated

One of the most difficult questions is how to connect institutionalized and personalized politics together so that we can get the best of both. We cannot ignore big systems in order to live within our chosen networks, because the big systems govern us and ultimately decide the fate of the small associations. But as we try to move from relational politics to institutionalized politics, we often lose the distinctive virtues of the former, especially deliberate human agency.

The two main methods for expanding the scope of relational politics are: 1) replication and 2) leverage–that is, either finding ways to make relational practices happen over and over and networking them together, or else using instruments like laws or the mass media to achieve the ends that we have selected in personal interactions. Neither is easy to accomplish with integrity, and I think the whole question of how relational politics can influence mass systems is seriously under-explored.

[Sources: E.F. Schumacher (1973), Small is Beautiful: Economics as if People Mattered, Harper & Row; W. Lance Bennett & Alexandra Segerberg (2012) The Logic Of Connective Action:  Digital Media and the Personalization Of Contentious Politics. Information, Communication & Society (15)5:739-768.  See also Jane Mansbridge’s Beyond Adversary Democracy.]