The Politics and Pedagogy of Economic Inequality: A Short Contribution by James K. Galbraith, The University of Texas at Austin What should be taught? Inequality and power would be a good place to begin, with Adam Smith’s terse remark […]
Chapter 12: Promoting Civic Engagement in a Required General Education Course John Suarez, SUNY Cortland This chapter explains how first-year English composition students began developing a commitment to civic engagement by working on a problem-based learning assignment […]
Promoting Elementary School-Age Children’s Understanding of Wealth, Poverty, and Civic Engagement by Rashmita S. Mistry, Lindsey Nenadal, Taylor Hazelbaker, Katherine M. Griffin of University of California, Los Angeles, and Elizabeth S. White of llinois State University The heightened and […]
Tocqueville in Jacksonian Context: American Expansionism and Discourses of American Indian Nomadism in Democracy in America by Alison McQueen, Stanford University and Burke A. Hendrix, University of Oregon Tocqueville’s discussion of American Indians in Democracy in America is often read […]
Teaching About Economic Inequality in a Diverse Democracy: Politics, Ideology, and Difference by John Rogers, University of California, Los Angeles and Joel Westheimer, University of Ottawa New research published in PS: Political Science and Politics makes clear that a teachers’ […]
Chapter 11: All Politics Is Local: Teaching Urban Studies to Suburban Students Constance A. Mixon, Elmhurst College In the twenty-first century, cities and their metropolitan regions are leading the charge to address many of our most […]
Facing Facts in an Era of Political Polarization: Young People’s Learning and Knowledge about Economic Inequality by Benjamin Bowyer and Joseph Kahne, University of California, Riverside Just before the 2016 election, the Pew Research Center (2016) released a […]
Chapter 8: Active Learning and the Acquisition of Political Knowledge in High School Diana Owen, Georgetown University and G. Isaac W. Riddle, Georgetown University This study assesses the effectiveness of high school civic education in conveying political knowledge […]
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