Class and Politics Information in Civic Education
Student Name
Institutional Affiliation
Civic education involves educating students on democratic policies and allowing the students to take part in classroom demonstrations of real-life democratic activities that take part in their communities—the proven practices framework advocates for the use of several modules in civic education. The modules include discussing current events, learning about democratic policies, social-emotional learning, information on news media, public service, and participation in institutional leadership (Levesque, 2018). However, a follow up on the curriculums used in different schools and states indicates that instructions and discussions based modules were more common than activity-based modules. Furthermore, information on politics and social class is not included in the curriculum, which leaves a knowledge gap because civic education helps students attain important education regarding the socio-political systems in their country.
In 1996, APSA formed a task force on civic education, which called for action on reduced public participation, political efficiency, and the inability of Americans to form organizations that led to alarm about the democracy’s feasibility in the USA. American Political Science Association established a Committee on Civic Education and Engagement in 2001 as a result of discussions on the need to have increased civic education and engagement in the USA (Dudley & Gitelson, 2018). Studies linking education and citizenship started as early as the ancient political theory. The study of the Progressives also looked at the functions of civic education and engagement amongst the young people in America (Torney-Purta, 2015). Herbert Hyman focused on the process of instilling political values in the youth through social institutions and termed it ‘Political Socialization.’ Scholars such as Fred Greenstein applied the development of Harold Laswell’s framework on Freudian analysis to political life while others integrated the use of associative conditioning models and cognitive theories (Dudley & Gitelson, 2018). In all research above, children’s perception and attitudes are important in understanding political and socio-economic issues in their adulthood.
Knowledge is essential in any democratic nation, which makes incorporating civic education with political and class information vital in the school curriculum. The critical social theory believes that intervention and education can change and improve a society, which forms the basis for civic education (Freeman and Vasconcelos, 2017). Knowledgeable citizens are empowered to make well-informed decisions, for example, whether to vote or not to vote. The critical social theory focuses on processes that result in community action and promotes social justice as described by Freeman and Vasconcelos, 2017. In addition, researchers found that student participation in civic education classes and practical exercises like mock elections contributed to the increase in children’s interest in political matters (Torney-Purta, 2015). Empowering children through civic education will ensure that they take part in community projects and cause that advocate for social justice. The March for Our Lives demonstration against gun violence organized across the country by students is an indication of the capacity of the young people to bring social justice (Levesque, 2018).
Sustenance and development of democratic values and decision-making processes whenever possible form an integral part of the critical social theory, which corresponds with the political socialization theorists that political stakeholders use the information to take their positions (Freeman and Vasconcelos, 2017). Political scientists relate the propensity to vote with education, especially information on politics and class. According to Dudley and Gitelson (2018), citizens with information about the government and politics are more sensitive to issues of socio-economic and political justice and are more likely to make efforts to use their democratic rights to advocate for social justice. Freeman and Vasconcelos (2017) explain that the Critical Social Theory is constrained and supported by local contexts and needs just as civic education offers information in the context of the political environment through the study of current affairs which empowers children on how to handle changes and address the needs that are specific to their society.
References
Dudley, R., & Gitelson, A. (2002). Political Literacy, Civic Education, and Civic Engagement: A Return to Political Socialization?. Applied Developmental Science, 6(4), 175-182. https://doi.org/10.1207/s1532480xads0604_3
Freeman, M. and Vasconcelos, E., 2010. Critical social theory: Core tenets, inherent issues. New Directions for Evaluation, 2010(127), pp.7-19.
Levesque, E. (2018). What Does Civics Education Look Like in America [Ebook]. Retrieved 2 May 2020, from https://www.brookings.edu/blog/brown-center-chalkboard/2018/07/23/what-does-civics-education-look-like-in-america/.
Torney-Purta, J. (2002). The School’s Role in Developing Civic Engagement: A Study of Adolescents in Twenty-Eight Countries. Applied Developmental Science, 6(4), 203-212. https://doi.org/10.1207/s1532480xads0604_7