2023/04/14 by Victoria Davis Smith, Kevin Russel Magill, Michelle Bauml +2
Social Sciences · #Educator Training and Historical Pedagogy #Indigenous and Place-Based Education #Youth Development and Social Support
paper · doi:10.1080/00131946.2023.2200188
crossref issued 2023/04/14 · crossref published 2023/04/14 · crossref published-online 2023/04/14 · openalex publication_date 2023/04/14 · crossref created 2023/04/14 · crossref published-print 2023/05/04 · openalex created_date 2025/10/10 · crossref deposited 2026/03/05 · crossref indexed 2026/07/29 · openalex updated_date 2026/07/29
In this study, we aimed to understand the role of place in how young people come to understand civic life. We implemented and studied an action civics curriculum at two sites to explore the connections between place and youth civic identity. We found that (1) place informs students’ conceptualizations of community responsibility and collective action, (2) place can help students see community issues in expansive and critical ways, and (3) attention to place during instruction can encourage young people to identify as civic agents. We suggest that a pedagogical emphasis between place and action civics helps students imagine themselves as builders of their socio-material reality and contributes to their civic knowledge, skills, and dispositions.