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The Impact Of Polarization On The Political Engagement Of Generation Z Elementary Preservice Teachers And Their Teaching, Patrick Keegan, Kelly P. Vaughan
The Impact Of Polarization On The Political Engagement Of Generation Z Elementary Preservice Teachers And Their Teaching, Patrick Keegan, Kelly P. Vaughan
Democracy and Education
This instrumental case study of Generation Z preservice teachers enrolled in elementary teaching methods courses in social studies and literacy explores the impact of polarization on their political engagement and teaching. Using the 2020 presidential election as a teachable moment, participants developed and taught literacy-infused civics units in order to bring to light their understandings of their role in preparing elementary students as political actors. This study has important implications for how teacher educators can better facilitate elementary preservice teachers’ own political engagement, thereby ensuring equitable democratic learning opportunities for students.
The Slow Work Of Democracy: Resisting Reductionist Views Of Women And Children, Stephanie C. Serriere
The Slow Work Of Democracy: Resisting Reductionist Views Of Women And Children, Stephanie C. Serriere
Democracy and Education
In her research article “State your defense!": Children negotiate analytic frames in the context of deliberative dialogue," Hauver offers important contributions to the field of elementary civic education that illuminate how young people apply various analytical frames to make collective decisions. First, I highlight significant contributions of her work, namely children’s capabilities to build perspective-taking through dialogue, which I suggest can be more solidly grounded in a sociocultural framework, not a developmental one. Second, I offer suggestions toward such a theoretical framework that loosens determinism for children’s development and offers a less deterministic framework for women. My review seeks …
Listening To Children In Dialogue. A Response To “‘State Your Defense!’ Children Negotiate Analytic Frames In The Context Of Deliberative Dialogue”, Kathy Bickmore
Democracy and Education
In this appreciative response to Jennifer Hauver’s article about elementary children’s negotiation of analytic frames in deliberative dialogue during input into a school governance decision, Bickmore argues for the value of such agentic, citizenship-relevant learning opportunities in public schools. She points to their unfortunate infrequency (to the detriment of socially just democracy) in economically and racially marginalized communities. The concept of analytic frames is compared with the notion of interests—desires, needs, concerns, and ethical principles—underlying each party’s proposals in integrative negotiated conflict resolution theory. Questions are raised about the roles played by cultural context and status inequalities within dialogue groups. …