abstract: An increase of attention towards our nation’s civic participation downturn has brought the concept of civic engagement to the forefront of young people’s lives. Traditional teaching of long-standing democratic processes via education institutes have begun to evolve in how youth can participate civically, impacting social change within their communities. Civics instruction and learning implemented through a progressive pedagogical approach encompasses a greater focus on student-centered instruction, brings relevance to national history, as well as the historical ideals of democracy, and transposes this knowledge unto communities of today. Thus, youth may no longer be considered passive agents within the realm of social change, as they can experience empowerment when working with educators and the greater community. Current civic participation among young people across the United States, however, seems to be paving the way for civic disengagement. Drawing on the progressive education literature and statistical data on civic engagement and youth (particularly in the U. S. and Arizona), this study addresses the need for a civics-based progressive educational shift within the Arizona school system and other educational institutions. In addition to further outlining the need to cultivate civic engagement pedagogies amongst youth today, this thesis explores the construct of Arizona’s Excellence in Civic Engagement Program, which the Arizona Department of Education, in partnership with various community organizations, has established and implemented as a research-based, free standing (separate from state standards) youth civic engagement program. Three participating schools’ program applications are analyzed in regard to the inclusion of democratic ideals and themes, including how these schools enable students to become civically engaged, both within the school setting and greater community. I argue that for the future of this state, nation, and world, young people must be exposed to and engaged with participative opportunities and the civic education interconnectivity in their communities. This study examines the civics-based, progressive education themes needed in schools and educational institutions in order to empower Arizona’s youth and increase efforts to impact social change through civic education. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2015
| Identifer | oai:union.ndltd.org:asu.edu/item:34912 |
| Date | January 2015 |
| Contributors | Swanholm, Tara Lynn (Author), Schugurensky, Daniel (Advisor), Swadener, Beth (Committee member), Fischman, Gustavo (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 303 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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