Where is Citizenship Education in the Age of Common Core State Standards?

Authors

  • Matthew Knoester University of Evansville
  • Paul Parkison University of Evansville

DOI:

https://doi.org/10.14288/ce.v6i22.185903

Keywords:

Citizenship Education, Common Core State Standards, Critical Theory, Phenomenology

Abstract

There was a time in United States history when the central argument for investing in public education was to ensure that voters were sufficiently informed about the issues of the day to make wise decisions: education for self-governance. According to multiple sources, voter ignorance remains a serious concern and this may be a factor in why the political system in the United States is not more responsive to the needs and preferences of the electorate. Based on an analysis of political discourse and educational policy initiatives, this essay argues that democratic citizenship education has been sidelined by the focus on education for jobs and the economy and outlines what a serious focus on education for active democratic citizenship should entail.

Author Biographies

Matthew Knoester, University of Evansville

assistant professor of education

Paul Parkison, University of Evansville

associate professor of education

Downloads

Published

2015-12-01

Issue

Vol. 6 No. 22 (2015)

Section

Articles

License

Authors who publish with Critical Education agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).