Practicing Resistance and the Struggle over Power as Democratic Citizenship
Saved in:
| Title: | Practicing Resistance and the Struggle over Power as Democratic Citizenship |
|---|---|
| Language: | English |
| Authors: | Mora, Juliane |
| Source: | Journal of the Scholarship of Teaching and Learning. Dec 2021 21(4):20-29. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Democracy, Citizenship, Power Structure, Communication Research, Citizen Participation, Dissent, Citizenship Education, Racial Bias, Racial Discrimination, Student Experience, Self Concept, Community Development, Activism, Resistance (Psychology), Social Justice, Required Courses, College Students |
| ISSN: | 1527-9316 |
| Abstract: | Teaching democratic citizenship has never been more vital, particularly given the dismissive attitude and direct attempts to undermine democratic institutions exemplified by the Trump administration. In addition, traditional approaches to teaching citizenship foreground the underlying values of self-governance, knowledge of the different branches of government, and the skills for behaving within this system (i.e., voting) but lack a broader intellectual framework to guide those actions (Parker, "Teaching democracy: Unity and diversity in public life," 2003). Parker, a critical multicultural educator, argued that this approach has rendered participatory citizenship superfluous and ignores more central concerns, namely, how people can live together justly while honoring their multiple individual and group identities (i.e., gender, race, class, religion, etc.). This essay focuses on the task of living together justly and offers one example of how this might be promoted through the communication studies curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1340407 |
| Database: | ERIC |
| Abstract: | Teaching democratic citizenship has never been more vital, particularly given the dismissive attitude and direct attempts to undermine democratic institutions exemplified by the Trump administration. In addition, traditional approaches to teaching citizenship foreground the underlying values of self-governance, knowledge of the different branches of government, and the skills for behaving within this system (i.e., voting) but lack a broader intellectual framework to guide those actions (Parker, "Teaching democracy: Unity and diversity in public life," 2003). Parker, a critical multicultural educator, argued that this approach has rendered participatory citizenship superfluous and ignores more central concerns, namely, how people can live together justly while honoring their multiple individual and group identities (i.e., gender, race, class, religion, etc.). This essay focuses on the task of living together justly and offers one example of how this might be promoted through the communication studies curriculum. |
|---|---|
| ISSN: | 1527-9316 |
