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Flunking DemocracySchools, Courts, and Civic Participation$
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Michael A. Rebell

Print publication date: 2018

Print ISBN-13: 9780226549781

Published to Chicago Scholarship Online: September 2018

DOI: 10.7208/chicago/9780226549958.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 09 April 2020

A Conceptual Framework for Preparing Students for Civic Participation

A Conceptual Framework for Preparing Students for Civic Participation

Chapter:
(p.69) Chapter Four A Conceptual Framework for Preparing Students for Civic Participation
Source:
Flunking Democracy
Author(s):

Michael A. Rebell

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226549958.003.0005

Chapter Four explores the political theory and educational policy literature relevant to civic preparation. It draws on this literature to develop a conceptual framework that emphasizes the need to provide all students with (1) broad-based civic knowledge; (2) cognitive and verbal skills, as well as the critical analytic skills needed for democratic deliberation; (3) school governance experiences, extracurricular activities, and involvement in school-connected community service programs; and (4) basic character values like responsibility and self-discipline, as well as important democratic values like tolerance, equality, the rule of law, and support for the fundamental political institutions of our society. The chapter posits that preparing students for civic participation necessitates embracing our communities’ increasing diversity, and taking aggressive steps to establish equal educational opportunities for students in poverty and students of color.

Keywords:   civic knowledge, verbal skills, democratic deliberation, character values, equal education opportunity, service learning, John Dewey, extracurricular activities

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