Browsing by Subject "Civics"

Now showing 1 - 8 of 8

“Ain’t gonna let nobody turn me around” : learning about race in the early grades
(2020-06-22) Falkner, Anna Christine; Adair, Jennifer Keys; Payne, Katherina A.; Salinas, Cynthia; Brown, Anthony L; Smith, Christen A
Young Children of Color in the United States are experiencing the effects of racism on a daily basis. There have been calls for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. In this ethnographic study of two early childhood classrooms, children used diverse strategies to learn about race, racism, and difference across the school day. Children explored individual and collective racialized identities, investigated the role of race in the lives of children across time, and applied theories of justice to ideas about race. Their strategies were nuanced, embodied, and socio-historically and socio-culturally influenced. Teachers supported children’s inquiry by valuing and extending their learning and ideas. Findings suggest racial pedagogy should support students’ racial inquiry by acknowledging what they already experience, do, and wonder about race.
Civic education as an approach to democracy in Russia and Ukraine
(2021-05-06) Orr, Matthew Rutland; Garza, Thomas J.
This thesis uses historical and qualitative content analysis to understand the role that civic education has played in the development of democracy in Russia and Ukraine since the fall of the Soviet Union. It draws on global and regional discourses of democratization to argue that civic education has been an underappreciated factor by politicians, policymakers, and scholars seeking to shape or explain the political past, present, and future of Russia and Ukraine. Specifically, it argues that civics curriculum in both countries has been plagued by fundamental flaws stimming from their common Soviet history, the reaction to which has shaped each country’s modern political trajectory. While Ukraine has made great strides in recent years to reform civics, Russia’s civic education regime remains startlingly underdeveloped over the past 30 years, a fundamental obstacle that those interested in Russia’s democratization have failed to draw sufficient attention to
Models of citizenship : rhetoric, Americans, and their civic institutions
(2003-08) Jennings, William Paul, 1967-; Hart, Roderick P.
Suggestions for the Teaching of Civics in the High Schools of Texas
(University of Texas at Austin, 1916-01-20) Haines, Charles Grove
Suggestions for the Teaching of History and Civics in the High School
(University of Texas at Austin, 1915-10-05) The University of Texas at Austin
The Texas History Teachers' Bulletin
(University of Texas at Austin, 1916-11-15) The University of Texas at Austin
The Texas History Teachers' Bulletin, Volume 4, No. 1
(University of Texas at Austin, 1915-11-15) The University of Texas at Austin
Why “Go Vote” is not enough an animated short about stuff they didn’t teach you in Texas civics class
(2023-04-21) Tomforde, Lucille Blair; Gorman, Carma
Political parties, celebrities, non-profits, and prior generations have only one message for members of Gen Z: “Go Vote.” It’s not bad advice, but it doesn’t acknowledge the realities of voter suppression and gerrymandering in Texas, nor does it help young Texans understand why their votes never seem to make a difference. Worse, civics education in Texas schools is intentionally designed to conceal how and why Texas’s voting laws and systems, such as winner-take-all ballots and redistricting, maintain minority rule. I have created an animated short called Bop or Flop, whose humorous game-show format is designed to fill important gaps in Texas civics education and alert Gen Z Texans to how gerrymandering shapes political outcomes in Texas. "Bop or Flop: Old vs. New Gerrymanderers" highlights the lunacy behind America's continued use of a system created two hundred years ago by contrasting the moral and technological evolutions made in other dimensions of American life with the systems politicians use to draw redistricting maps, which have stayed largely the same. With the explicit intent to connect with young Texans, “Bop or Flop” shows how issues that Gen-Z voters care about (e.g., women’s autonomy, LGBTQIA+ rights, the environment, etc.) are affected by Texas’s redistricting process, and satirizes the “values” of legislators who deliberately subvert the principle of majority rule by redrawing districts to maintain their hold on power. I envision this segment as the first in a series of animations highlighting how structural and systemic inequities in the Texas political process negatively impact young Texans’ lives.