Boundary-crossing to support youth civic engagement.
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| Title: | Boundary-crossing to support youth civic engagement. |
|---|---|
| Authors: | Epstein, Shira Eve1 (AUTHOR) sepstein@ccny.cuny.edu, Payne, Katherina A.2 (AUTHOR) |
| Source: | Journal of Curriculum Studies. Jun2026, Vol. 58 Issue 3, p438-467. 30p. |
| Subject Terms: | *Civics education, *Professional employee training, *Student participation, *Group work in education, *Teacher education, *Collaborative learning, Boundary spanning activity |
| Geographic Terms: | United States |
| Abstract: | Current research affirms the value of scaffolding authentic youth civic engagement through action-oriented methods. Yet, consistent pressure from testing, fossilized pedagogies focused on lecture, and a new spate of United States state laws curtailing civic engagement in the classroom threaten these efforts. This paper analyses the perspectives of two early-career teachers working in schools in the United States—one elementary and one secondary—that they perceived as unfriendly towards youth civic engagement while enrolled in a university-based class on civic education. They valued the vision of youth civic engagement that they learned in their university class and devalued the school-based norms that they felt constrained such engagement. We view their testimonies through theory to consider the articulated binaries and the hindrances they pose for a democratized possibility of teacher learning and the enactment of youth civic engagement. We make recommendations on how teachers' perceived contradictions can be explored and norms of collaboration, or boundary-crossing between the university and the school, can support youth civic engagement. We illustrate how engaging more members of schools and universities in professional learning opportunities and purposefully drawing on their expertise and commitments can support youth civic engagement in schools today. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194222108 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Boundary-crossing to support youth civic engagement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Epstein%2C+Shira+Eve%22">Epstein, Shira Eve</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sepstein@ccny.cuny.edu</i><br /><searchLink fieldCode="AR" term="%22Payne%2C+Katherina+A%2E%22">Payne, Katherina A.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Jun2026, Vol. 58 Issue 3, p438-467. 30p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Civics+education%22">Civics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+participation%22">Student participation</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+work+in+education%22">Group work in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Boundary+spanning+activity%22">Boundary spanning activity</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Current research affirms the value of scaffolding authentic youth civic engagement through action-oriented methods. Yet, consistent pressure from testing, fossilized pedagogies focused on lecture, and a new spate of United States state laws curtailing civic engagement in the classroom threaten these efforts. This paper analyses the perspectives of two early-career teachers working in schools in the United States—one elementary and one secondary—that they perceived as unfriendly towards youth civic engagement while enrolled in a university-based class on civic education. They valued the vision of youth civic engagement that they learned in their university class and devalued the school-based norms that they felt constrained such engagement. We view their testimonies through theory to consider the articulated binaries and the hindrances they pose for a democratized possibility of teacher learning and the enactment of youth civic engagement. We make recommendations on how teachers' perceived contradictions can be explored and norms of collaboration, or boundary-crossing between the university and the school, can support youth civic engagement. We illustrate how engaging more members of schools and universities in professional learning opportunities and purposefully drawing on their expertise and commitments can support youth civic engagement in schools today. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194222108 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220272.2025.2501001 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 30 StartPage: 438 Subjects: – SubjectFull: Civics education Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Student participation Type: general – SubjectFull: Group work in education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Boundary spanning activity Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Boundary-crossing to support youth civic engagement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Epstein, Shira Eve – PersonEntity: Name: NameFull: Payne, Katherina A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 58 – Type: issue Value: 3 Titles: – TitleFull: Journal of Curriculum Studies Type: main |
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