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School-University-Community Collaboration for Civic Education and Engagement in the Democratic Project

Edited by:
R. Martin Reardon, East Carolina University
Jack Leonard, University of Massachusetts, Boston

A volume in the series: Current Perspectives on School/University/Community Research. Editor(s): R. Martin Reardon, East Carolina University. Jack Leonard, University of Massachusetts, Boston.

In Press 2022

The Campaign for the Civic Mission of Schools (2011) lamented the “lack of high-quality civic education in America’s schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government” (p. 4). Preus et al. (2016) cited literature to support their observation of “a decline in high-quality civic education and a low rate of civic engagement of young people” (p. 67). Shapiro and Brown (2018) asserted that “civic knowledge and public engagement is at an all-time low” (p. 1). Writing as a college senior, Flaherty (2020) urged educators to “bravely interpret ... national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings” (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in schooluniversity-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.

CONTENTS
Introduction. Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings, Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor. Barriers to National Service: College Student Perceptions About Community Engagement, Alexander Pope IV, Patrick O’Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan. Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators, Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein. Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs, Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen. A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students, Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson. A Partnership Model for Incorporating Holocaust Education Into Middle School Civics, Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith. Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project, Karen A. Kim, and Claudia R. Wiedeman. Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students, Yvette C. Latunde and Cynthia Glover Woods. Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States, Cameron Kiosoglous. When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership, Zachary Scott Robbins. About the Editors. About the Contributors.

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