About the Book
Civic Contestation in Global Education takes readers into classrooms and schools on the front lines of civic education in pluralistic and divided democracies. The book offers eight case studies of educators and policy makers wrestling with schools' civic and ethical responsibilities around the globe. Examples of the case studies include teaching critical consciousness in an Anti-CRT state, religiously sensitive satirical cartoons and radical extremism, and accommodating religion in schools. Each case is followed by a model conversation among diverse participants based in Australia, Canada, Germany, The Netherlands, South Africa, Spain, the UK and the USA. The participants include scholars, activists, teachers, students, parents, and community leaders from across the political spectrum. Each chapter includes discussion questions and suggestions for further reading. Taken together, these cases and conversations provide readers critical resources both for deliberating about the ethical challenges facing schools in a time of civic disruption, and for charting a path toward a more just and democratic future worldwide.
In a German classroom, a student eagerly shares Querdenker conspiracy theories (analogous to QAnon) during a class discussion, doubling down on the importance of “critical thinking” and “looking at all the evidence” when challenged by teachers and classmates. How should his teacher respond? In Madrid, two 12 year-olds spend the weekend convincing a peer to text them a topless photo that they then circulate to their classmates. What responsibility does their school have, if any, to address this out-of-school violation of trust and digital citizenship norms? In Iowa, parents and legislators raise concerns about “critical race theory” being taught in K-12 schools, while in Toronto, a school faces public backlash over constitutionally-permitted accommodations it has made for Muslim students to pray after lunch on Fridays in the school cafeteria. What steps might school leaders take next to respond to public concerns while also supporting the students in their buildings? More case studies and resources can be found at justiceinschools.org.
Table of Contents:
Introduction, Ellis Reid and Meira Levinson (Harvard Graduate School of Education, USA)
1. Taking the Action out of Civics? Polarized Debates over Civic Education, Sara O'Brien and Meira Levinson (Harvard Graduate School of Education, USA) in conversation with Debbie Holecko (North Olmsted Middle School, USA), Robert Pondiscio (American Enterprise Institute, USA), Fernando Reimers (Harvard Graduate School of Education, USA) and Andrew Wilkes (Generation Citizen, USA)
2. Course Correction: Teaching Critical Consciousness in an Anti-CRT State, Yonas Michael (Iowa State University, USA), Nicolas Tanchuk (Independent Scholar, Canada), and Sara O'Brien (Harvard Graduate School of Education, USA)
3. A Parallel Universe: Conspiracy Theories and the Limits of Education, Johannes Drerup (Technische Universität Dortmund, Germany) in conversation with Gesa Arnold (Wilhelm Hittorf Gymnasium, Germany), Stephan Auroyer (Comprehensive School, Germany), Greta Fexer (University of Cologne, Germany) and Dorothee Gronostay (Technische Universität Dortmund, Germany)
4. Feeling Exposed in Online Class: Student and Teacher Safety in the Online Civics Classroom, Isolde de Groot (University of Humanistic Studies, The Netherlands), Yaël Weening (MBO Rijnland, The Netherlands), and Sara O'Brien (Harvard Graduate School of Education, USA) in conversation with Belind Kleijwed (mboRijnland Technical School, The Netherlands), Susan Sants (mboRijnland Technical School, The Netherlands), Clemijn Schreuder (mboRijnland Technical School, The Netherlands) and Bjorn Wansink (mboRijnland Technical School, The Netherlands)
5. Photo Bomb: Responding to Online Transgressions, Ana Romero-Iribas and Maria Almudena Santaella Vallejo (Universidad Rey Juan Carlos, Spain); translated by Sara O'Brien (Harvard Graduate School of Education, USA) in conversation with Carlos María Alcover (University Rey Juan Carlos, Spain), Helena Regojo Bacardí (Lawyer, Spain), Carmen Perdices González (Mejora Tu escuela Pública, Spain) and Consuelo Martínez Priego (University Rey Juan Carlos, Spain)
6. Regional High School at the Coal-Face: The Cost of Getting 'What We're Owed', Sarah Gurr and Daniella Forster (School of Education, College of Human and Social Futures, The University of Newcastle, Australia) in conversation with James Ladwig (The University of Newcastle, Australia), Kristy Pascoe (St Clemente High School, Mayfield, New South Wales, Australia), Lawrence Perry (Wonnarua Nation Aboriginal Corporation, Australia) and Annie Ross (Environmental Researcher, Australia)
7. Faith in Mr. D: Accommodating Religion in Schools, Lauren Bialystok (University of Toronto, Canada) in conversation with Philippa Carter (Department of Religious Studies, McMaster University, Canada), Allysa Khan (Independent Scholar, Canada), Kevin McDonough (Department of Integrated Studies in Education, McGill, Canada), Rizwan Mohammad (National Council of Canadian Muslims, Canada) and Rebecca Starkman (OISE, University of Toronto, Canada)
8. No Laughing Matter: Religiously Sensitive Satirical Cartoons and Preventing Radical Extremism, Janet Orchard (University of Manchester, UK), Waqar Ahmedi (National Association of Teachers of Religious Education, UK), and Sara O'Brien (Harvard Graduate School of Education, USA) in conversation with Nuraan Davids, (Stellenbosch University, South Africa), David Kerr (University of Reading, UK), Imam Monawar Hussain (Eton College, UK) and Vanessa Ogden (Mulberry Schools Trust, UK)
Conclusion, Sara O'Brien, Ellis Reid, and Meira Levinson (Harvard Graduate School of Education, USA)
Index
About the Author :
Meira Levinson is Juliana W. and William Foss Thompson Professor of Education and Society at the Harvard Graduate School of Education, USA.
Ellis Reid is a PhD Candidate at the Harvard Graduate School of Education, USA.
Sara O'Brien is Instructional Designer at the Harvard Graduate School of Education, USA.
Tatiana Geron is Graduate Fellow in the Edmond and Lily Safra Center for Ethics at Harvard University, USA.
Review :
Intriguingly framed and unpacked, this rich collection illuminates and provides directions for civic dialogue on ethical predicaments that challenge educators' capacity to promote civic learning across the globe.
This book puts future teachers in real and challenging situations, in which students will have the possibility to discuss key ethical issues they will face as educators in contemporary societies. A necessary text to prepare responsible and committed teachers.
