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Civic Education
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Mario Carretero
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Carretero, M., Haste, H. & Bermudez, A. (2016). Civic Education. In L., Corno & E.M. Anderman
(Eds.) (2016) Handbook of Educational Psychology, 3rd Edition, Chapter 22, pp. 295-308.
London: Routledge Publishers.
22
Civic Education
M ARIO C ARRETERO
Autonoma University of Madrid, Spain
H ELEN H ASTE
Harvard University
A NGELA B ERMUDEZ
Deusto University, Bilbao, Spain
296
sociopolitical order. More cognitive developmental perspectives orient research and practice to new sets of questions:
What elements of civic education are necessary to scaffold
active learning and deep understanding? What happens in
civic learning with increasing age? What happens in civic
learning with increasing opportunity to engage with civic
issues? The pedagogic implications are that education should
focus on fostering in students an increasingly sophisticated
and mature understanding of civic matters, and provide the
right kinds of experiences and contexts for learning to facilitate active, effective, and meaningful processing. This takes
civic learning beyond factual knowledge, to include conceptual understanding, cognitive and socioemotional skills, and
moral judgment.
First, educators need to recognize and take account of
the cultural messages and resources available to the growing individual (for example, linguistic, non-linguistic, and
institutional messages about ethnicity, power, dominant values, and norms of behavior). Second, effective civic learning
needs to use the resources of the cultural context, to facilitate
interaction, critical reflection, and negotiation, for example
with media and through experience and engagement with
actual civic life. This includes paying attention to classroom
and school climate (Campbell, 2008; Thapa, Cohen, Guffey,
& Higgins DAlessandro, 2013), community experience, service learning, family interactions, cultural narratives, norms
and expectations, socioeconomic factors, and increasingly
social media.
The Building Blocks of Civic Learning
We can think of the dimensions of civic learning as building blocks that contribute in different ways to achieving the
goals of civic education, reflecting different models of development. These are: civic knowledge and understanding; civic
skills; civic values, motivation, and identity; and civic action.
We will consider these also in the context of emergent developmental theories.
Civic Knowledge and Understanding
Civic education typically has concentrated on conveying
factual knowledge about democratic institutions, processes,
and elements of national history. However, there is a growing consensus that citizens also require more diverse civic
knowledge and understanding such as controversial issues,
intergroup relations, local processes, or community affairs
(Alexander, Pinson, & Yonah, 2011; Amadeo, TorneyPurta, Lehmann, Husfeldt, & Nikolova, 2002; Hess, 2009;
Levinson, 2012). There is also growing consensus that
civic knowledge alone is not enough to foster active and
responsible civic engagement. There is a relation between
civic knowledge and voting: those who intend to vote tend
to have better knowledge (Carnegie Corporation of New
York and CIRCLE Center for Information and Research
on Civic Learning and Engagement, 2003) and knowledge
is needed for routes to political participation, monitoring of
government actions, and exercising rights and responsibilities (Cox, Jaramillo, & Reimers, 2005). However, an active
civil society requires also understanding of concepts and
principles, the skills for reflective and responsible action,
willingness to engage, and commitment to democratic values
(Sherrod, Torney-Purta, & Flanagan, 2010; Torney-Purta,
Lehmann, Oswald, & Schulz, 2001). Discrete knowledge
becomes more meaningful as it is integrated with conceptual
understanding. For example, students may know the list
of core human rights, but they may not understand what the
concept of rights actually entails, why they were codified
in a particular historical time, or how they relate to specific
conceptions of state.
The ability to understand civic and social concepts progresses in parallel with the development of conceptual thinking (Barrett, 2007). Students initially understand concepts
in terms of more concrete characteristics and gradually progress to understand more abstract dimensions (Carretero,
Castorina, & Levinas, 2013; Van Sledright, 2008). From
representing civic and social concepts as static and isolated
there are gradually established increasingly complex conceptual networks in which different elements are interconnected,
and in which every social and civic element is dynamically
defined by its relation with other aspects of reality (Barrett,
2007; Berti & Andriolo, 2001). The pedagogical strategies
employed and educational environment in which students
learn significantly influence the level of sophistication of
their conceptual understanding (Barrett & Davies, 2005;
Berti, 2002).
This development is reflected in the conception of social
institutions, as illustrated by several examples:
1. For younger students, civic institutions and social realities are
embodied by those who represent them. Later they come to
understand the societal functions of institutions within a wide
range of systems and structures.
2. Younger students tend to believe that the various levels of social
order are diverse and disconnected realities. For instance, cultural
changes have no connection with political or economic factors,
revolutions are simple confrontations between groups rather than
structural changes affecting all aspects of society.
3. Social change is difficult to understand because things are as they
are, social situations are immutable, and little change is possible.
4. Younger students tend to think that civil rights depend on the
willingness of individuals or social institutions. With further conceptual development they understand that their existence rests on
political, economic, social, and cultural factors forming a multicausal structure.
5. Younger students understand a countrys presidency only in
terms of an individual and they also may have difficulty in understanding that a modern nation-state is not simply a territory or a
group of inhabitants but an abstract concept that only emerged in
modern societies.
Civic Skills
A variety of skills are necessary for effective participation
in civic life. For example, youth are expected to make sound
political choices, to take part in processes of collective
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multivocal accounts and integrative solutions. These are fundamental aspects of a civil capacity to hear the other side and
engage with conflict constructively in order to work towards
shared goals (Beaumont, 2010; Davies, 2008; Hess, 2009;
Mutz, 2006). Critical inquiry also requires that students
learn to reconstruct the wider societal systems and historical
process in which particular civic issues, institutions, practices, and principles are situated. This is the task of systemic
thinking. Several authors point out that traditional civics and
history education often teach concepts in a vacuum and present one-dimensional and triumphalist views of democracy.
Their research shows that this does little to engage students
interest or to help them understand the complexities of civic
struggles for freedom, inclusiveness, pluralism, or justice.
Furthermore, systemic thinking is also indispensable if students are to understand that decisions taken today may have
long-term effects, or that current practices and situations are
the result of long-term and systemic dynamics. Similarly,
in order to understand the notion of public interest, students must learn to establish the interdependence that exists
between various elements in a society.
Pedagogical approaches that emphasize student engagement in critical inquiry and deliberation resonate with three
other important features of new civics. First, they focus
on issues of public concern that are highly significant to
students and strive to connect what students learn with their
own experience as emerging citizens (Beaumont, 2010;
Cammarota & Fine, 2008; Hess, 2009; Rubin & Hayes,
2010; Youniss, 2011).
Second, critical inquiry and deliberation provide a constructive pedagogical approach to teach about the obstacles,
flaws, and failures of democracy. Among others, TorneyPurta (2002) stresses that students need to learn about practices such as corruption or the monopoly of power that pose
grave threats to democracy. Others insist that they must
learn to confront structural inequalities, the various forms of
oppression and alienation that citizens endure in both emerging and established democracies (Fox et al., 2010; Levinson,
2010, Seif, 2010; Swartz, 2006). This relates to what Rubin
and Hayes (2010) characterize as teaching in contexts of
disjuncture in which many youths learn about democracy.
Left unexamined, the contradiction between the principles of
democracy and the lived experiences of students are likely to
generate frustration, despair, and disenchantment. However,
if addressed through critical inquiry and deliberation, there
are better chances of fostering in students a more sophisticated understanding of the challenges and fragility of democracy and of the need and possibilities of transformative civic
action (Alexander et al., 2011; Biesta and Lawy, 2006; Hart
& Gullan, 2010; Llewellyn et al., 2010).
Third, the practice of critical inquiry and deliberation continuously draws upon students identities as they try to make
sense and negotiate the issues at stake. Bermudez (2012)
analyzed an extensive online discussion among high-school
students regarding issues such as slavery, current discrimination, and police brutality in the United States. Her study
describes how students engaged in discursive processes
304
2. Identification processes work in the narrative, attaching personal affect and value judgments to the unification and opposition mentioned above. The historical subject is referred to in the
first-person plural us, often logically opposed to them, and
valued more positively. A shared identitya timeless national
identitybetween the present storyteller and the past historical
subject is established.
3. The historical events are simplified around one common narrative
theme, such as the search for freedom or territory. As indicated
in other studies (e.g., Wertsch, 2002), this search only considers
the freedom of a specific group: the freedom of the historical subject. The narrative tends to minimize, and avoids mentioning, the
right to freedom of additional subjects, such as natives, slaves, or
women. Also, this particular freedom is considered in a teleological way, as the pre-established outcome of the historical processes.
4. National identity is perceived as a natural property and a condition pre-existing the nation, instead of being considered as a
consequence of social and historical processes.
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