Chapter 7: Learning to Teach for Civic Engagement: Opportunities and Constraints for Three Teachers in One Urban Elementary School

Context Civic education is marginalized in many U.S. schools. It is especially rare in elementary schools and in schools serving low-income students of color. Although professional development opportunities in civic education for teachers are limited, these experiences can positively influence teachers’ conceptions of teaching for civic engagement. There is a need for quality professional learning to promote civic education in schools. Focus of Study This chapter explores three elementary school educators’ experiences learning about teaching for civic engagement (TfCE) during their time in a university-based online course on the topic and while they were teaching low-income students of color in a public urban elementary school in the northeastern United States. In the context of the university course, we ask the following related research questions: (1) How do three elementary school teachers conceptualize teaching for civic engagement? (2) How do they perceive their readiness to teach for civic engagement in their professional context? Research Design We used the qualitative methods of document analysis and interview. Specifically, we collected and analyzed nine course assignments and conducted two extended interviews with each of the three participants. Findings We found that during the course, the teachers adopted valuable ideas about developing students’ abilities to identify, deliberate, and act on public problems— demonstrating broadened visions of TfCE. They also described various aspects of their school context that they perceived as unfriendly toward such pedagogy, including an emphasis on high-stakes assessment. Referencing contextual constraints as well as opportunities for TfCE, they expressed varied forms of readiness to enact civic-oriented instruction. Recommendations These findings suggest that to support TfCE, teacher educators should dedicate coursework or other forms of professional development to TfCE, address teachers’ differentiated responses, and confront the absence of civic education in schools.

District and University Partnerships in Support of a High Needs Urban Elementary School

The purpose of this study was to identify the strengths and challenges that emerged from the first year of a district and university partnership focused on improving a high needs urban elementary school. This research utilizes an instrumental case study design. The elementary school and the university involved in this study are both public serving institutions located in south central Texas in the United States. This paper examines the partnership after the first year of implementation. Feedback was solicited from district, campus, and university personnel regarding the successes and challenges they encountered. Three themes emerged: administrative support, challenges presented by a change in principal, and a focus on mutual self-interest and common goals. Implications are discussed.

Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline

Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.

Black Parents’ Perspectives on Instruction: Racial Realism at a Predominantly White, Independent, Urban Elementary School

What do Black parents say about the curriculum in a predominantly White independent elementary school in a large urban area? This study explores tensions around topics such as slavery and immigration. While parents did not say they wanted a critical multicultural curriculum, many valued attention to racial diversity. Because parents did not want their children to be hurt or marginalized, however, they used racial realism to navigate the dangers of the environment. There were some differences among parents based on their families’ identity. This article uses critical race theory to analyze the parents’ perceptions and explores implications for schools.

A Feasibility Study of a Fit Kit School-Based Intervention to Improve the Health of Students and Their Families

Roberts Academy is an urban elementary school consisting of primarily Hispanic students from lower socioeconomic homes. We were unable to provide weight management and healthy lifestyle counseling for many of the families that were referred to our obesity program, and more broadly were missing the at-risk families. The purpose of the Fit Kit intervention was to improve the health behaviors of the entire family at home and to reduce barriers through this comprehensive treatment and prevention approach. A Fit Kit included a shelf-stable, low-cost, healthy meal for a family of four, a portioned plate, and a soccer beach ball. Families also received monthly educational materials, healthy meal recipes, information about community food and exercise resources, and were invited to attend a culturally adapted cooking experience. No significant differences were seen between pre- and post-intervention survey questions. Post-Fit-Kit surveys showed that the majority of families prepared and liked the meal, found the recipes helpful, and used the portioned plate supplied with the kit. Overall, we conclude this is a feasible method for distributing tangible educational tools to families, but need more information about how it impacts food selection and purchasing behaviors of those families. While the Fit Kit proved to be feasible and acceptable in this test of concept, future studies are needed to further evaluate its impact in a more rigorous scientific manner.