Performing Arts for Effective Civic Engagement

2015 ◽  
pp. 1654-1670
Author(s):  
Miriam Chitiga
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
Secondary Students ◽  
Program Implementation ◽  
Performing Arts ◽  
Content Delivery ◽  
Civic Knowledge ◽  
Traditional Mode ◽  
Pertinent Information ◽  
Science Curricula

There is a dearth of civic knowledge, skills, dispositions, and interest among pre-and post-secondary students and the general public. Many people are not equipped with the necessary knowledge of American political history, democratic institutions, processes, and civic life needed to allow them to become active, effective, responsible, and empowered citizens and leaders of the future. The traditional mode of incorporating civics in the lecture format in social studies and political science curricula is ineffective. The Performing Arts for Effective Civic Engagement (PAECE) program is a cross-disciplinary, multi-institutional effort that was created to address this problem through creative, entertaining performance-based content delivery that is designed by students. This paper describes the details on the program implementation, evalution, as well as its outcomes, in an effort to disseminate pertinent information for possible replication or adaptation of the model by other institutions. The paper concludes with some implications for higher education institutions.

Performing Arts for Effective Civic Engagement

2014 ◽  
Vol 1 (3) ◽  
pp. 59-74
Author(s):  
Miriam Chitiga
Keyword(s):  
Civic Engagement ◽  
Secondary Students ◽  
Program Implementation ◽  
Performing Arts ◽  
Content Delivery ◽  
Civic Life ◽  
Post Secondary ◽  
Civic Knowledge ◽  
Traditional Mode ◽  
Pertinent Information

There is a dearth of civic knowledge, skills, dispositions, and interest among pre-and post-secondary students and the general public. Many people are not equipped with the necessary knowledge of American political history, democratic institutions, processes, and civic life needed to allow them to become active, effective, responsible, and empowered citizens and leaders of the future. The traditional mode of incorporating civics in the lecture format in social studies and political science curricula is ineffective. The Performing Arts for Effective Civic Engagement (PAECE) program is a cross-disciplinary, multi-institutional effort that was created to address this problem through creative, entertaining performance-based content delivery that is designed by students. This paper describes the details on the program implementation, evalution, as well as its outcomes, in an effort to disseminate pertinent information for possible replication or adaptation of the model by other institutions. The paper concludes with some implications for higher education institutions.

Participatory Literacy and Taking Informed Action in the Social Studies

2022 ◽  
pp. 1125-1141
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

scholarly journals Listening as a citizenship practice post-Arab Spring: mediated civic listening as a struggle, duty and joy in Urban Morocco

2020 ◽  
Vol 43 (1) ◽  
pp. 84-100
Author(s):  
Katharina Schmoll
Keyword(s):  
Civic Engagement ◽  
Arab Spring ◽  
Arab World ◽  
Ethnographic Research ◽  
Active Citizenship ◽  
Civic Knowledge ◽  
Speaking Out ◽  
Critical Media ◽  
And Gender ◽  
Western Democracies

Where options to speak out and to find recognition are limited, it is tempting to explore citizens’ engagement from an angle of self-expression. With the so-called Arab Spring, narratives about ‘Arabs speaking out’ gained prominence in Western publics, highlighting Arabs’ civic engagement, and also countering long-standing Western images of Arabs as passive and/or violent. In contrast, building on ethnographic research with Moroccan urban women affiliated with the Islamic-oriented Justice and Development Party, this article identifies and discusses listening as a critical media practice. Notably, this article suggests recognising listening as a valuable active citizenship practice next to practices of voice. As a critical part of emerging civic cultures in the Arab world, listening helps revealing understudied links between civic knowledge, listening, civic engagement and empowerment. In this endeavour, this article discusses the interviewees’ mediated listening practices for civic knowledge as a duty, struggle and joy pertaining to authoritarianism, class and gender issues, illustrating how reciprocal listening and knowledge redistribution are used as a civic engagement and empowerment strategy. The article aims to contribute to debates on Arab-mediated civic cultures as well as the concept of listening that has previously been discussed mainly in the context of Western democracies.

scholarly journals Internationalizing Education: A Personal and Professional Journey

2018 ◽  
Vol 5 (12) ◽  
pp. 5192-5197
Author(s):  
Cameron White, PhD
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
International Education ◽  
Civic Education ◽  
21St Century ◽  
Critical Consciousness ◽  
Personal History ◽  
History Of ◽  
Professional Journey

We all have a personal history of social studies, history, and geography, learning it in schools, applying it in society; regardless, a rethinking of how we approach this is necessary for the 21st century. What we do to ensure meaningful local to global civic education and engagement is vital today. Allowing for voice, critique, controversy, and debate are vital to enhancing sustained global civic engagement; thus a Global / International Education/ Internationalizing framing. This article discusses a personal journal and  analyzes the need to address local to global contexts in internationalizing, hopefully leading to critical consciousness and agency.

scholarly journals When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

2017 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Douglas Price
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Curriculum Integration ◽  
Journal Article ◽  
Content Delivery ◽  
Focal Points ◽  
Content Areas ◽  
The Arts ◽  
Subject Areas ◽  
K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

Civic Knowledge, Engagement, and Attitudes Among Lower-Secondary Students in 24 Countries

2019 ◽  
pp. 1-44 ◽  
Author(s):  
Wolfram Schulz
Keyword(s):  
Young People ◽  
Secondary Students ◽  
Civic Participation ◽  
School Principals ◽  
Questionnaire Data ◽  
Civic Knowledge ◽  
Student Data ◽  
Grade 8

The ICCS 2016 study is a continuation and extension of ICCS 2009. The study explored the enduring and the emerging challenges of educating young people in a world where contexts of democracy and civic participation had changed and continue to change. In total, ICCS 2016 is based on test and questionnaire data from more than 94,000 students enrolled in their eighth year of schooling (Grade 8 or equivalent) at more than 3,800 schools in 24 countries. These student data were augmented by contextual questionnaire data from school principals of selected schools and more than 37,000 teachers.

Participatory Literacy and Taking Informed Action in the Social Studies

2020 ◽  
pp. 40-56
Author(s):  
Casey Holmes ◽  
Meghan McGlinn Manfra
Keyword(s):  
Social Studies ◽  
Civic Engagement ◽  
School Setting ◽  
Democratic Participation ◽  
Civic Life ◽  
College Career ◽  
The Social ◽  
Participatory Technologies ◽  
Participatory Literacy ◽  
K 12

The purpose of the social studies is to prepare students for life as citizens in a democratic society, and this requires attention to the variety of digital spaces inhabited by our K-12 students in today's increasingly digitized world. Incorporating participatory technologies into structured inquiries in the social studies may help develop students' skills and abilities in critically sourcing, evaluating, sharing, and creating media, and provides the opportunity for increasingly democratic participation and civic engagement both in and out of the school setting. In this chapter, the authors suggest the integration of participatory literacy with the College, Career, and Civic Life (C3) framework as a means of supporting students in taking informed action.

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance

2018 ◽  
Vol 44 (3) ◽  
pp. 175-189
Author(s):  
Diana S. Ginns ◽  
John C. Begeny
Keyword(s):  
Emotional Disturbance ◽  
Secondary Students ◽  
Performance Feedback ◽  
Program Implementation ◽  
Behavioral Interventions ◽  
Treatment Integrity ◽  
Functional Relation ◽  
Level System ◽  
Secondary Classrooms ◽  
Behavioral Challenges

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers’ treatment integrity, with less of a relation observed between performance feedback and students’ academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.

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