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James Youniss - Engaging Young People in Civic Life

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James Youniss Engaging Young People in Civic Life

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The myth of generations of disengaged youth has been shattered by increases in youth turnout in the 2004, 2006, and 2008 primaries. Young Americans are responsive to effective outreach efforts, and this collection addresses how to best provide opportunities for enhancing civic learning and forming lasting civic identities.The thirteen original essays are based on research in schools and in settings beyond the schoolyard where civic life is experienced. One focus is on programs for those schools in poor communities that tend to overlook civic education. Another chapter reports on how two city governments--Hampton, Virginia, and San Francisco--have invited youth to participate on boards and in agencies. A cluster of chapters focuses on the civic education programs in Canada and Western Europe, where, as in the United States, immigration and income inequality raise challenges to civic life.

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Engaging Young People in Civic Life

Edited by

James Youniss

and

Peter Levine

Foreword by

Lee Hamilton

Engaging Young People in Civic Life
Engaging Young People in Civic Life
Edited by James Youniss and Peter Levine
Foreword by Lee Hamilton

Vanderbilt University Press Nashville

2009 by Vanderbilt University Press Nashville, Tennessee 37235 All rights reserved

1312111009 12345

This book is printed on acid-free paper made from 30% post-consumer recycled content. Manufactured in the United States of America

Cover design: Gary Gore Text design: Dariel Mayer

Library of Congress Cataloging-in-Publication Data

Engaging young people in civic life / edited by James Youniss and Peter Levine ; foreword by Lee Hamilton.

p. cm . Includes bibliographical references and index . ISBN 978-0-8265-1650-3 (cloth : alk. paper ) ISBN 978-0-8265-1651-0 (pbk. : alk. paper )

YouthPolitical activity. 2. Political participation .

I. Youniss, James. II. Levine, Peter, 1967 HQ799.2.P6E54 200 323.0420835dc2 200803731

Contents
Foreword by Lee Hamiltonix
Acknowledgmentsxiii
Introduction: Policy for Youth Civic Engagement Peter Levine and James Youniss
Part I. Youth and SChoolS A Younger Americans Act: An Old Idea for a New Era James Youniss and Peter Levine
2 3Democracy for Some: The Civic Opportunity Gap in High School Joseph Kahne and Ellen Middaugh Principles That Promote Discussion of Controversial Political Issues in the Curriculum Diana Hess29 59

Engaging Young People in Civic Life

Part II. PolItICal EnvIronmEntS: nEIghborhoodS and CItIES
Policies for Civic Engagement beyond the Schoolyard James G. Gimpel and Shanna Pearson-Merkowitz
Civic Participation and Development among Urban Adolescents Daniel Hart and Ben Kirshner
City Government as Enabler of Youth Civic Engagement: Policy Designs and Implications Carmen Sirianni and Diana Marginean Schor
Local Political Parties and Young Voters: Context, Resources, and Policy Innovation Daniel M. Shea
Part III: PolICY modElS from othEr natIonS
Youth Electoral Participation in Canada and Scandinavia Henry Milner
Civic Education in Europe: Comparative Policy Perspectives from the Netherlands, Belgium, and France Marc Hooghe and Ellen Claes
Strengthening Education for Citizenship and Democracy in England: A Progress Report David Kerr and Elizabeth Cleaver
Conclusion: The Way Forward Peter Levine and James Youniss
Contributors
Index
foreword
Lee Hamilton

I can think of no task more important for the future of American democracy than teaching young people about our system of government and encouraging them to get involved in politics and community service. This has been a passion of mine for a long timeduring the 34 years I served in Congress, and continuing since I retired from the House in 1999 and established the Center on Congress at Indiana University.

When we fail to educate our children about our history and our system of representative government, we miss an opportunity to enrich their lives, and we miss an opportunity to enrich our country through their involvement. Civic education helps people reach their full potential. It challenges a young person to develop an idea, ask a question, take a stand, speak in public. Civic education can foster positive social interaction within schools and communities, teaching the skills, dispositions, and traits of character that encourage people from varied backgrounds and with different views to listen and to seek common ground. Civic education is the surest antidote to cynicism and apathy, because it shows a young person that he or she can, indeed, make a difference.

America faces challenges today that are so serious they can be downright frightening. A financial crisis, two wars, the threat of terror, and global warming are piled on top of our traditional struggles with economic inequality, access to health care and quality education, racial division, and crime. The more challenging our problems become, the more we need our younger generation to be able to work together to solve them. Human beings dont automatically obtain the skills and knowledge they need to address serious public problems. We must learn to be active citizens, and that takes guidance and experience.

Engaging Young People in Civic Life shows that civic education is much more than the traditional high school class about how a bill becomes a law important as that may be. It includes all the ways that we prepare young Americans to address our great national challenges. It means moderated discussions of controversial issues in classrooms, which can teach youth to deliberate civilly

Engaging Young People in Civic Life

and responsibly about serious matters. It means young people taking part in student governments and scholastic news media; becoming involved in city governments or working with the police to prevent crime; serving their country at home and abroad; and participating in politics as campaign workers, canvassers, and voters.

These opportunities are far from luxuries. They are essential to the preservation and development of our democracy. As Benjamin Rush, a signer of the Declaration of Independence and one of the first advocates for public education in America, argued, There is but one method of rendering a republican form of government durable, and that is by disseminating the seeds of virtue and knowledge through education.

Rush might be concerned about the durability of our republic today. In the 2006 National Assessment of Education Progress, two-thirds of students scored below proficiency in civics. Not even a third of eighth graders surveyed could identify the historical purpose of the Declaration of Independence. Less than a fifth of high school seniors could explain how citizen participation benefits democracy.

These statistics are averages. They conceal very serious disparities in civic education, as Joseph Kahne and Ellen Middaugh show in their important chapter in this book. It is not much of an exaggeration to say that we reserve civic education for successful students in high-scoring schools. The very teenagers who most need opportunities for civic learningthose who will not attend college and who live in our most stressed communitiestend never to be included in current-events discussions, service projects, and other experiences that would develop their civic skills.

We invest billions of public dollars in the further education of college students, which often includes opportunities to develop their civic skills, knowledge, and confidence. But those Americans who do not or cannot attend college are eligible for almost no civic education beyond the little they received in high school. No wonder there are stark gaps between youth who attended college and those who did not in almost every form of civic engagement, including voter turnout, volunteering, and group membership.

One of the damaging myths about civic education and civic engagement is that young people dont care. Stereotypes about youth as apathetic or irresponsible are demonstrably false, and they contribute to an educational system that is much too narrowly focused on preventing kids from dropping out or getting in trouble with the police. Many young Americans want opportunities to contribute, lead, and address serious problems. When we give them such opportunities, they thrive. When we deny them the chance to contribute, we alienate them and waste their human gifts.

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