The Campaign for the Civic Mission of Schools (2011) lamented the “lack of high-quality civic education in America’s schools [ that] leaves millions of citizens without the wherewithal to make sense of our system of government” (p. 4). Preus et al. (2016) cited literature to support their observation of “a decline in high-quality civic education and a low rate of civic engagement of young people” (p. 67). Shapiro and Brown (2018) asserted that “civic knowledge and public engagement is at an all-time low” (p. 1). Writing as a college senior, Flaherty (2020) urged educators to “bravely interpret ... national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings” (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.
This volume highlights the work of educators involved in school-university-community collaborations focused on civic education. It addresses the decline in high-quality civic education and low civic engagement among young people, showcasing various projects aimed at enhancing civic knowledge and public engagement.
Introduction.
Chapter
1. Youth Participatory Action Research to Engage Bilingual High
School Students and Community Partners in Dissemination of Public Health
Research Findings; Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero,
Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor.
Chapter
2. Barriers to National Service: College Student Perceptions About
Community Engagement; Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara
Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan.
Chapter
3. Fighting the Civic Desert: Interdisciplinary Approaches to
Empowering Educators; Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and
Jeffrey L. Bernstein.
Chapter
4. Bringing Civic Engagement and Anti-Racist Social Justice
Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic
Engagement in Response to Student, School, and Community Needs; Gayle Y.
Thieman, Benjamin Bruhn, and Theresa Nguyen.
Chapter
5. A Partnership for Civic Learning: Findings From a Civic Attitude
and Engagement Survey of Florida Grade 7 Students; Stephen S. Masyada,
Elizabeth Yeager Washington, and L. Douglas Dobson.
Chapter
6. A Partnership Model for Incorporating Holocaust Education Into
Middle School Civics; Terri Susan Fine, Jennifer Renee Adkison, and Rachel E.
Smith.
Chapter
7. Promoting Civic Learning Through a Distributed Partnership Model
Grounded in Story and Music: A Case of the Willesden Project; Karen A. Kim,
and Claudia R. Wiedeman.
Chapter
8. Centering the Epistemologies of Black People in
Family-School-University Partnerships to Support Students; Yvette C. Latunde
and Cynthia Glover Woods.
Chapter
9. Civic Engagement and Sport Participation: Building a Stronger
Social Landscape in the United States; Cameron Kiosoglous.
Chapter
10. When the Logical Course of Action Is to Kick in the Door: The
Ballad of the North Las Vegas High School/Nevada College in North Las Vegas
Dual Enrollment Partnership; Zachary Scott Robbins.
About the Editors.
About the Contributors.
R. Martin Reardon, East Carolina University.
Jack Leonard, University of Massachusetts (retired).
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