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Brian Brady, the former longtime CEO of The Mikva Challenge, which coined the term “action civics” in 2007, and runs programs in a dozen states, said the vast majority of projects tackle “hyper-local” issues, such as students petitioning for a stop sign in a location where a classmate was killed by a car. Sign up for Hechinger’s newsletter.
Many of those luminations surfaced because the lessons my students engaged with were designed to promote student inquiry and prioritize cultural relevance. Though some argue that mathematics is culturally independent, I can say from experience that it is anything but.
These dangerous culture wars will wreak havoc on education and education policy for years to come. I taught my students to respect the power of civicengagement and social activism. We must do this through teaching, learning and advocacy — as well as social activism and civicengagement.
Image of New York State Archives and Museum in Albany, New York Making connections with cultural centers offers educators a measure of expertise outside their own content knowledge and pedagogical skill. These advantages suggest why connections with cultural centers should matter to educators, students and the local community.
We need to embark on such a mission because we cannot rely on the assumption that future generations will be more civicallyengaged in improving their communities than older generations. Students are forming clubs, organizing sit-ins and walk-outs, and engaging in advocacy about all sorts of issues.
This roundtable will focus on Balasco, Forestal, and Abernathy’s Engaging Citizenship, a forthcoming introduction to politics textbook (Oxford University Press 2025). political system within a global context, and 3) to engage with the political process as educated and empowered citizens.
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