Chapter 6 Providing ‘The Key to a Door We Can Open’: The Case for Guided Experiential Civic Education



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1 Numerous examples, analyses, and evaluations of such approaches are available in the research literature (e.g., Weis and Fine 2000; Darling-Hammond, French and Garcia-Lopez 2002; Westheimer and Kahne 2002; Kahne and Westheimer 2003; Noguera, Ginwright and Cammarota 2006; Apple and Beane 2007; Schultz 2008; Cammarota and Fine 2008; Delgado and Staples 2008; Hess 2009; Lay and Smarick 2006) and from practitioners and civic education organizations. See (Campaign for the Civic Mission of Schools 2010) for information about and links to over 100 well-vetted curricula, programs, and organizations.

2 This is not to suggest that no service-learning programs attempt to encourage activism or long-term change. Earth Force, for example, characterizes itself as a service learning program but takes an explicitly policy-oriented approach.

3 One recent study has found a significant positive correlation between twelfth graders’ participation in voluntary or required school-based community service and their voting participation as adults eight years later (Hart et al. 2007), but in failing to control for multiple factors that have apparent significance (such as gender, since girls tend to volunteer more than boys), the results are at best merely suggestive.

4 It is worth noting that avoidance of controversy is not confined to American civic education. The IEA study of fourteen year-olds’ civic attitudes in twenty-eight countries found that “activities that imply conflict of opinions (political party membership and political discussion) are not highly rated on average” (Torney-Purta et al. 2001: 79), a result which presumably is linked to many schools’ avoidance of “discussing partisan conflict” (Torney-Purta et al. 2001: 89).

5 I am grateful to Peter Levine for pointing this out.

6 I’m grateful to Roi Kawai for emphasizing this point to me.

7 For evidence of Public Achievement’s and Earth Force’s effectiveness in promoting empowering civic outcomes, see (Melchior 2010; RMC Research Corporation 2007). Research on the other organizations is underway.

8 Their six stages are “(1) Make it work for you: the learning plan; (2) Pursue your passions: internship placement; (3) Make it real: Learning through Internship; (4) Organize and do it; (5) Exhibit it; (6) Reflect and assess it” (Big Picture Learning 2010 (?)).

9 It’s intriguing to think about how I might do this now, with the availability of YouTube, wikis, Ning sites, Facebook groups, and other technologies that facilitate making one’s work public. Given the paucity of computers and ubiquity of annoying internet filters in my school (as in others around the nation (Reich 2009)), however, my guess is that I would have stuck with the in-person presentations.

10 (Delli Carpini and Keeter 1996) offer the first set of terms before the slash. (Verba, Schlozman and Brady 1995) propose the second set of terms as part of their Civic Voluntarism Model. Although there are some subtle differences between them, I will treat them as interchangeable for my purposes. See also (Niemi and Junn 1998).

11 (See Kanner 2005: for confirmation of the importance of a supportive school environment for civic educators to be effective.)


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