David Adler- Minidoka and Flagrant Violations
Boise State Scholar and Center for Civic Literacy National Advisory Committee Member (NAC) David Adler looks back at a troubled time in United States history when the constitution was corrupted by the time period. Adler examines three Supreme Court cases that shape the decision to put Japanese Americans in internment camps surrounding World War II. Read his fascinating piece published in The Blue Review.
Peter Levine- A Defense of Higher Education and Its Civic Mission
NAC member Peter Levine, Director of CIRCLE (The Center for Information and Research on Civic Learning and Engagement), delivered this address at the 2013 American Democracy Project Conference and published recently published it. ABSTRACT: The liberal arts and the civic mission of higher education are under attack in this time of economic crisis and political polarization. But we can proudly and forthrightly make the case for the civic mission of higher education. The purpose of the liberal arts is to prepare people for responsible citizenship, and the best forms of civic engagement are intellectually challenging; they are the liberal arts in action. Research shows that civic education at the college level makes people into better workers. And engaged universities address many serious public problems, including unemployment, that matter to citizens and policy makers.
Access the entire work at Project MUSE.
Judith Torney-Purta- A Typology of Youth Civic Engagement in Urban Middle Schools
Prolithic Scholar Judith Torney-Purta and NAC member recently published her latest scholarly article. ABSTRACT: Youth civic engagement occupies a central space in applied developmental science. However, understanding of the processes and contexts in which early adolescents become civically engaged is still limited. This study draws on a sample of approximately 4,000 students from 11 urban middle schools in Tennessee to address several gaps in the civic engagement literature. First, we use latent class analysis to identify types of civic engagement in early adolescence. Second, we explore associations between types of engagement and youth behavioral and academic outcomes. Third, we focus on urban youth. A latent class analysis using survey items suggests a three-class structure for civic engagement in urban middle schools. One distinction is between students who are engaged and those who are not. Another distinction is that, among the engaged groups, one is engaged both behaviorally and attitudinally (social justice actors), whereas another has strong civic attitudes but infrequent civic behaviors (social justice sympathizers).
Access the entire work at Taylor & Francis Online.