Civic Engagement and Resisting "Docile Bodies" in Postsecondary Education

Autor/in	Stewart, D.-L.
Titel	Civic Engagement and Resisting "Docile Bodies" in Postsecondary Education
Quelle	In: Teachers College Record, 125 (2023) 5, S.29-38 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681231181795
Schlagwörter	Civics; Postsecondary Education; Democracy; Citizen Participation; Equal Education; Role of Education; Educational Policy; Educational Finance; Academic Freedom; Critical Race Theory; Student Participation; Voting; Student Rights + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Post-secondary education; Tertiäre Bildung; Demokratie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Bildungsauftrag; Politics of education; Bildungspolitik; Bildungsfonds; Akademische Freiheit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Abstimmung
Abstract	Background/Context: Robust civic engagement by young adults supports the aims of a democratic society, as well as college- and university-espoused commitments to the public good. Civic engagement also benefits students themselves. Although voting participation among young adults has shown modest increases from 2016 to 2020, work remains to be done to help youth become more engaged in civics. Postsecondary education has the tools to support this engagement among college students. Purpose/Objective/Research Question/Focus of Study: Postsecondary education has long sought to support young adults to participate in democratic society, despite the current dominance of a neoliberal focus on career and socioeconomic mobility outcomes. A realignment of goal-setting is necessary to recognize the need to do more than produce "docile bodies" for a neoliberal and capitalist labor market. Yet, colleges and universities struggle to center equity goals that would support radical democratic engagement. Research Design: This article is a philosophical analysis of the intersection of civic education, democracy, and equity in the postsecondary curriculum. Conclusions/Recommendations: The article concludes with four policy recommendations--(1) access to federal and state funding for postsecondary institutions for civic engagement initiatives; (2) support for the freedom to learn and the freedom to teach material grounded in equity principles, including critical race theory; (3) assessing civic education as a core learning outcome through collaborations between postsecondary education and government initiatives; and (4) protecting the methods by which young adults in college can participate in the electoral process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01