Making Civics Count: Citizenship for a New Generation

  • Title:

    Making Civics Count: Citizenship for a New Generation
  • Format:

    Paperback
  • Paperback ISBN:

    978-1-61250-476-6
  • 328 Paperback pages
  • Format:

    HardCover
  • Hardcover ISBN:

    978-1-61250-477-3
  • Buy the Book

 

ABOUT THE BOOK:

By nearly every measure, Americans are less engaged in their communities and political activity than generations past.” So write the editors of this volume, who survey the current practices and history of citizenship education in the United States.

They argue that the current period of “creative destruction”—when schools are closing and opening in response to reform mandates—is an ideal time to take an in-depth look at how successful strategies and programs promote civic education and good citizenship.

"Making Civics Count" offers research-based insights into what diverse students and teachers know and do as civic actors, and proposes a blueprint for civic education for a new generation that is both practical and visionary.

PRAISE:

"This collection of state-of-the-art essays advances the discussion of civics from noble aspiration to empirical evidence and pedagogical practice. The authors, all noted scholars, have shown us how to improve civic education and—in the process—how to strengthen our democracy. It’s time for policymakers to pay attention."       — William A. Galston, Ezra Zilkha Chair in Governance Studies, The Brookings Institution

"'Making Civics Count' models a brilliant alternative to the ideological polarization and paralysis that dominates civic education discourse. Campbell, Levinson, Hess, and the other contributors to this volume hail from across the political spectrum but share a critical commitment to reinvigorate dialogue around civic education. They seek not consensus but spirited engagement—with ideas, with solid empirical data, and with visions for a more robust democracy. This is an important book for scholars, policymakers, and anyone interested in civic education’s future."       — Joel Westheimer, university research chair, sociology of education, University of Ottawa

"This compelling and persuasive book shows that an open climate for discussion of current issues, teachers’ preparation across subject areas, and the new digital media can help foster a vision of democracy and counter prevailing inequality."      — Judith Torney-Purta, professor of human development, University of Maryland

ABOUT THE EDITORS:
David E. Campbel
l is professor of political science at the University of Notre Dame and founding director of the Rooney Center for the Study of American Democracy. Meira Levinson is an associate professor at the Harvard Graduate School of Education. Frederick M. Hess is resident scholar and director of education policy studies at the American Enterprise Institute.

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About the Author

 

Frederick M.
Hess
  • An educator, political scientist and author, Frederick M. Hess studies K-12 and higher education issues. His books include "Cage-Busting Leadership," "Breakthrough Leadership in the Digital Age," "The Same Thing Over and Over," "Education Unbound," "Common Sense School Reform," "Revolution at the Margins," and "Spinning Wheels." He is also the author of the popular Education Week blog, "Rick Hess Straight Up." Hess's work has appeared in scholarly and popular outlets such as Teachers College Record, Harvard Education Review, Social Science Quarterly, Urban Affairs Review, American Politics Quarterly, The Chronicle of Higher Education, Phi Delta Kappan, Educational Leadership, U.S. News & World Report, National Affairs, the Washington Post, the New York Times, The Wall Street Journal, the Atlantic and National Review. He has edited widely cited volumes on the Common Core, the role of for-profits in education, education philanthropy, school costs and productivity, the impact of education research, and No Child Left Behind.  Hess serves as executive editor of Education Next, as lead faculty member for the Rice Education Entrepreneurship Program, and on the review boards for the Broad Prize in Urban Education and the Broad Prize for Public Charter Schools. He also serves on the boards of directors of the National Association of Charter School Authorizers and 4.0 SCHOOLS. A former high school social studies teacher, he teaches or has taught at the University of Virginia, the University of Pennsylvania, Georgetown University, Rice University and Harvard University. He holds an M.A. and Ph.D. in Government, as well as an M.Ed. in Teaching and Curriculum, from Harvard University.


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  • Email: rhess@aei.org
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    Name: Sarah DuPre
    Phone: 202-862-7160
    Email: Sarah.DuPre@aei.org

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