Abstract
Public education in the United States has had a long-standing civic mission of educating children for informed, active participation in democratic life. By developing content understandings in civic literacy, nurturing attitudes that promote a sense of agency and critical mindfulness, and supporting students’ participation in democratic classroom experiences, teachers endeavor to educate for democracy. It is believed that through this educational process, students will develop their “initiative and imagination, the capacity to name the world, the wisdom to identify the obstacles to their full humanity and to the humanity of others, and the courage to act on whatever the known demands” (Ayers et al. 2010, 13). When this happens, students stand to develop in-depth understandings of the complexities and contra-dictions involved in democratic life. This might encourage them to continue the never-ending work of creating a more equitable, just, and inclusive society as they grow toward adulthood.
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© 2013 Gay Wilgus
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Franklin, C. (2013). Transforming Classrooms. In: Wilgus, G. (eds) Knowledge, Pedagogy, and Postmulticulturalism. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137275905_5
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DOI: https://doi.org/10.1057/9781137275905_5
Publisher Name: Palgrave Macmillan, New York
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