“I Really Want to Do Something”: How Civic Education Activities Promote Thinking Toward Civic Purpose Among Early Adolescents

Research has shown that youth and their communities benefit from civics education, with its aim to prepare citizens for democracy. However, civics education for adolescents in the United States is not equitable, and determining how to best measure aspects of civic development in younger adolescents is a challenge. In this qualitative study, we explored how the constructs of action civics and civic purpose might inform teachers, other practitioners, and researchers who are interested in understanding the kinds of educational opportunities that promote civic development in young adolescents. Specifically, we examined how activities characteristic of an action civics approach to civic education in the context of a week-long summer civics camp would influence young adolescents’ thinking across the dimensions of civic purpose. We conducted focus groups with 49 young adolescents (entering 5th-9th grades) as they participated in the civics camp, and we analyzed transcripts using qualitative content analysis. Our findings reveal four key considerations for promoting civic purpose development in young adolescents: the importance of adult guides, the significance of developmentally matched activities, opportunities for growth in educating diverse and marginalized youth in the civics camp setting, and action civics as a curricular mechanism for promoting civic purpose.

Civic development within the peer context: Associations between early adolescent social connectedness and civic engagement

Social connectedness is theorized to contribute to civic development and in turn, civic engagement is thought to cultivate social connectedness. The current study utilized a social network research design to examine associations between early adolescent social connectedness via their position within their school peer network and their civic engagement. Middle-school students (N = 213) aged 11-15 years (M=12.5; 57% female) provided nominations for peer connections and reported on multiple aspects of civic engagement. Early adolescents who had identified more peer nominations had higher civic efficacy. Youth who had fewer connections with different peer groups and fewer connections with popular peers were more engaged in political behavior. Greater popularity was associated with higher political engagement for boys, but not girls. Greater connections with different peer groups was associated with greater environmentalism for younger but not older teens. Findings highlight the need to consider adolescent civic development within the peer context.

Ethical aspects of the non-romantic thinking of Jonáš Záborský and Štefan Launer

The paper focuses on the thinking of Jonáš Záborský (1812–1876) and Štěpán Launer (1821–1851), which were marginalized in Slovak national-forming thinking. Emphasis is placed on the comparison between non-romantic nationalism and Štúr’s ethnic enthusiasm. Attention is paid to the value of their thinking, which can be analyzed in the context of reflections in the role of cultural identity in Štúr’s conception of culture and its place in relation to European cultural and civilizational affiliation. At the same time, the critique of romantic thinking draws attention to the issue of the responsibility of nation-forming elites for the concept of civic development, which holistically approaches social change. Launer’s and, partly Záborský’s thinking draws attention to the dangers associated with the romantic search for ethnocultural specifics, which may result in the questioning the importance of civil liberties and Western cultural and civilizational affiliation.