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Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts

reviewed by Kathleen Knight-Abowitz � June 23, 2009

Title: Educating Democratic Citizens in Troubled Times: Qualitative Studies of Current Efforts
Author(s): Janet S. Bixby and Judith L. Pace (eds.)
Publisher: State University of New York Press, Albany
ISBN: 0791476405, Pages: 298, Year: 2008
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The title of this book immediately drew my attention and interest in two ways. As a teacher and scholar long interested in citizenship and democratic education, I was grateful to see that other scholars had noticed a significant absence in the civic education literature; the notable lack of good, descriptive qualitative research studies on civic education as it is enacted in real school and community settings. But another aspect of the title evoked curiosity: what, exactly, are the “troubled times” that frame this particular volume? And how might the research in the volume contribute towards our addressing said troubles? The first of these questions can be straightforwardly answered, but the second is more complex. Research on civic education in U.S. schools and citizenship education more broadly has been strongly quantitative in nature, relying heavily on National Assessment of Educational Progress measures and the International Association for Evaluation of Educational Achievement... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: June 23, 2009
http://www.tcrecord.org ID Number: 15674, Date Accessed: 10/19/2017 3:26:56 AM

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About the Author
Kathleen Knight-Abowitz Miami University, Oxford, Ohio E-mail Author KATHLEEN KNIGHT ABOWITZ is a Professor in the Department of Educational Leadership at Miami University in Oxford, Ohio. She teaches social foundations and philosophy of education courses to undergraduate and graduate students, and her scholarship explores meanings of community, public life, citizenship and the evolving role of the �public� in public education. Her publications have appeared in Teachers College Record, Educational Theory, Review of Educational Research, Educational Studies and the Journal of Teacher Education.

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