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Redesigning Civic Education for the Digital
Age: Participatory Politics and the Pursuit of
Democratic

Engagement

Joseph Kahne, Erica Hodgin & Elyse Eidman-Aadahl

To cite this article: Joseph Kahne, Erica Hodgin & Elyse Eidman-Aadahl (2016) Redesigning Civic
Education for the Digital Age: Participatory Politics and the Pursuit of Democratic Engagement,
Theory & Research in Social Education, 44:1, 1-35, DOI: 10.1080/00933104.2015.

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Theory & Research in Social Education, 44: 1–35, 2016
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DOI: 10.1080/00933104.2015.1132646

Redesigning Civic Education for the Digital Age:
Participatory Politics and the Pursuit of Democratic

Engagement

Joseph Kahne and Erica Hodgin
Mills College

Elyse Eidman-Aadahl
National Writing Project

Abstract: The digital revolution has enabled important changes in political life.
Opportunities to engage in participatory politics have expanded significantly.
Participatory politics differ from institutional politics in that they are peer-based, inter-
active, and not guided by deference to traditional elites and institutions. These chang

require a response from civic educators. Core practices of civic and political engage-
ment, such as investigation, dialogue, circulation, production, and mobilization, must be
taught differently because they are now frequently enacted differently and in different
contexts. This article conceptualizes these changes, draws on a nationally representa-
tive survey to assess the frequency and expansion of these new practices, and highligh

examples of curricular reform to help frame an expanded agenda for civic education in
the digital age.

Keywords: civic education, democratic education, digital age, digital divide, digital
media, participatory politics, youth civic engagement

To argue that digital media are increasingly central to civic and political
life is, in many respects, to state the obvious. Such changes are particularly
prominent among youth.1 The affordances of digital media are providing youth

© Joseph Kahne, Erica Hodgin, and Elyse Eidman-Aadahl
This is an Open Access article. Non-commercial re-use, distribution, and reproduc-

tion in any medium, provided the original work is properly attributed, cited, and is not
altered, transformed, or built upon in any way, is permitted. The moral rights of the
named author(s) have been asserted.

Correspondence should be sent to Joseph Kahne, School of Education, Mills College,
5000 MacArthur Blvd., Oakland, CA 94613. Email: jkahne@mills.edu

2 Kahne et al.

with a way to be heard, to join together, and to work for change. For exam-
ple, the Black Lives Matter and the DREAMer movements—arguably two of
the most prominent youth-led social movements of the past several decades
within the United States—both utilize social media to circulate information
and perspectives, mobilize others to get involved, apply pressure to elected
officials, and change the conversation about fundamental societal issues. The
hashtag #BlackLivesMatter, for example, has become the message of a national
movement demanding justice and equality for Black people (Kurwa, 2014).
The shooting of Michael Brown, an unarmed Black 18-year-old in Ferguson,
Missouri, and the resulting waves of protest were tweeted about in the United
States more than any other major event in 2014 (Lopez, 2014). Millions, includ-
ing broadcast media, gained news and perspectives on fast moving events in
Ferguson by following activists and self-appointed journalists on the ground
via various social media platforms. Coverage of these issues has dramatically
expanded public consciousness of these issues and has created pressure for
reform. Forty policing laws in 24 states changed in the year following Michael
Brown’s death (Lieb, 2015).

Similarly, youth activists in the DREAMer movement have pushed for
immigrant rights using social media. Activists share online resources regard-
ing legal status, raise awareness and visibility by changing their online profile
images, mobilize support for undocumented youth who were in danger of being
deported, and exert pressure on elected officials for immigration reform and
the DREAM Act (Zimmerman, 20

). Dreamers have become a potent for

in the battle for immigration reform, both in terms of shaping public con-
sciousness and in terms of fighting for particular legislation at both the sta

and federal level (see Nicholls, 2013). As Allen and Cohen (2015) have high-
lighted in their discussion of prominent social movements today, by combining
engagement online with engagement in the streets, these youth-led efforts have
helped to “democratize the conversation” while also influencing democratic
decision-making. We call this form of engagement participatory politics.

WHAT ARE PARTICIPATORY POLITICS?

Participatory politics are interactive, peer-based acts through which indi-
viduals and groups seek to exert both voice and influence on issues of public
concern. Examples of participatory political acts range from blogging and cir-
culating political news, to starting a new political group, to creating petitions,
to mobilizing one’s social network on behalf of a cause. These activities need
not occur online (one can start a political group or circulate petitions, for
example, without digital media). The affordances of digital media, however,
have expanded opportunities for youth to engage in participatory politics—
they make it easier to circulate news, or to mobilize one’s social network,
for example. Indeed, when engaged in participatory politics individuals and
groups frequently leverage the power of social networks, the creation and

Redesigning Civic Education 3

circulation of civic media, and access to information from the Internet as a
means of investigating issues, promoting dialogue, impacting cultural norms,
and mobilizing others. Reflecting the practices that are prevalent in a broader
participatory culture (see Jenkins, Purushotma, Clinton, Weigel, & Robison,
2009), these approaches often blend cultural and political activity, and they
are not guided by deference to elites or formal institutions. Participatory pol-
itics empower individuals and groups to operate with greater independence in
the political realm, circumventing traditional gatekeepers of information and
influence. These practices often help to shift cultural and political understand-
ings and create pressure for change. (For a discussion of the historical and
theoretical grounding of participatory politics, see Kahne, Middaugh, & Allen
[2015].

)

The sizable and expanding role of participatory activity and digital media
in the practice of politics is clear. However, whether and how civic educato

should respond to these changes is not. In order to fully consider this question,
it is important to clearly conceptualize how forms of civic and political activ-
ity in the digital age compare to prior eras, to assess the significance of these
changes for youth, to consider the degree to which these practices have spread
and how equitably they are distributed, and to detail how, if at all, prepara-
tion for effective engagement with these practices requires differing skills and
dispositions than are developed by prior conceptions of best practice in civic
education.

As detailed below, we find that participatory politics hold great potential,
especially for youth, as a significant support for the pursuit of a democratic and
just society. But we also find that social studies educators and others committed
to the democratic purpose of schooling must expand and redesign civic educa-
tion, so as to prepare youth for these new opportunities as well as for new ris

and challenges. The article closes by highlighting three perennial challenges
related to promoting more frequent, high quality, and equitable civic engage-
ment opportunities, and ways that these challenges have been reshaped in the
digital age.

This kind of re-examination and proposal for change sits solidly within
the traditions of civic education. When faced with broad scale social trans-
formation, civic educators have long recognized the need to modify practice.
John Dewey’s (1916) vision of school as community and of education as
engagement in real social processes and problems was deeply shaped by the
experience of industrialization, the growth of mass entertainment media, and
their social effects. And Boyd Bode’s (1938) “Ohio School” of progressive
education sought to preserve a civic education marked by open-ended prag-
matism at a time of global social transformation and conflict. Scholars and
practitioners committed to civic education have re-envisioned their work in
relation to evolving concepts of democracy across agrarian, industrial, and
post-modern social conditions. People are once again facing dramatic change
with the rise of digital media and Internet-fueled connectivity. Thus, while con-
tinuing to pursue the democratic purposes of education, civic educators must

4 Kahne et al.

focus squarely on the kinds of changes that are needed if they are to educate
for democracy in the digital age.

THE CASE FOR ATTENDING TO PARTICIPATORY

POLITICS

Drawing on Dewey and the pragmatist tradition, we take as a starting point
that civic education should aim to enrich democracy as a way of life. This
focus includes, and extends beyond, engagement with formal political institu-
tions. A central aim of civic education should be enabling individuals to work
collectively to identify, learn about, discuss with others, and address public
issues (Barber, 1984; Dewey, 1927). Participatory politics can facilitate these
democratic priorities. Specifically, youth can investigate issues through online
search engines, start or join an online group to address a political issue, engage
in dialogue with their peers and community via social networking platforms,
produce and circulate compelling blogs and other content using a wide array
of digital tools, and mobilize their networks around a common cause.

Participatory politics differ from more traditional institutional politics
through which highly organized groups and institutional gatekeepers—political
parties, government bureaucracies, news agencies, civic organizations, lobby-
ists, and special interest groups—structure conversations about which issues
deserve attention and drive priorities for action. Although individuals find
opportunities for action within institutional politics, such as working on a polit-
ical campaign or writing an op-ed, the content of such activities are shaped to
a significant degree by institutional gatekeepers and are limited in number (see
Kahne et al., 2015).

Indeed, youth are increasingly tapping the power of new digital tools
and social networks to connect their cultural interests to politics, to express
their perspective, and to protest or in other ways exert influence on issues
of public concern, such as poverty, online censorship, police misconduct, and
immigrant rights (Jenkins, Shresthova, Gamber-Thompson, Kligler-Vilenchik,
& Zimmerman, 2016). Such political engagement often takes place locally
and without much fanfare, but it can also focus on national or international
issues and garner widespread attention, as did the #BlackLivesMatter and
#IfTheyGunnedMeDown campaigns, protests of the Stop Online Piracy Act
(SOPA) bills, and the online mobilization efforts tied to the Arab Spring.
Moreover, these activities are not limited to a particular ideological outlook.
Libertarians, members of the Occupy movement, and Tea Party activists, for
example, all leverage the power of participatory politics (see Bennett, 2012;
Gamber-Thompson, 2012).

To be clear, in focusing civic educators’ attention on supporting youth
engagement with participatory politics, we do not mean to imply that we view
these practices as inherent supports for democratic action. Critics point out, for
example, that these practices often fail to foster the kind of sustained collective

Redesigning Civic Education 5

political capacity and commitment needed to impact societal problems or to
sustain a social movement in the face of strong resistance (see Sifry, 2014).
In fact, some might argue against incorporating participatory politics into civic
education, fearing that education related to participatory politics will divert
youth from more productive and consequential forms of civic and political life.
We reject this line of reasoning. After all, youth will not stop sharing perspec-
tives on Facebook and Twitter if educators decide to ignore these practices.
When educators fail to discuss ways to leverage the power of social media they
simply make it less likely that the democratic potential of participatory poli-
tics will be realized and more likely that the problems that can come with such
engagement will increase.

RESEARCH METHODS

In order to assess the frequency and distribution of youth participatory
politics, we draw on recent studies of digital civic and political engagement by
young people and also on the 2013 Youth and Participatory Politics (YPP)
Survey. The YPP Survey, undertaken in partnership with Cathy Cohen, is
unique in that it provides an extensive and nationally representative portrait of
online and offline civic and political engagement of youth, as well as oversam-
ples of Black and Latino youth. The 2013 survey contains data for a nationally
representative sample of 2,343 respondents ages 15–27.2 This survey was
administered online and by telephone in English and Spanish. It includes ques-
tions that enable examination of the quantity, quality, and equality of youth dig-
ital media practices, political and civic attitudes and behavior and engagement
in participatory politics. Our goal was to create measures that aligned with con-
ceptual understandings of youth civic and political engagement in the digital
age in order to operationalize the notion of participatory politics. We supple-
mented the YPP Survey data with new analysis of data from Pew Internet and
American Life Project surveys conducted in the summers of 2008 and 2012.
Their nationally representative sample included 2,251 respondents in 2008 of
which 125 were ages 18–24 and 2,253 respondents in 2012 of which 232 were
ages 18–24. Although limited to those over age 18, these Pew surveys enable
assessment of changes in online practices among young adults (Smith, 2013).

Through analyzing data from the YPP Survey and the Pew surveys noted
above, we were able to create descriptive statistics and conduct regression
analysis to determine the prevalence, growth, and distribution of these prac-
tices across various demographics as well as income groups. The analysis in
this article is therefore largely descriptive in nature and not intended to predict
outcomes based on particular educational interventions, for example. Rather,
we systematically assess the prevalence and distribution of these new and
emerging practices for youth so as to better understand the priorities for civic
education.

6 Kahne et al.

THE EXPANSION OF PARTICIPATORY POLITICS

The case for attending to participatory politics cannot only be based on
participatory politics’ alignment with important aspects of life in a democratic
society. The case must also be based on how often these practices are employed.
Survey data on this point are clear. Participatory politics are now commonplace,
their incidence is growing, and youth are at the forefront of these changes. The
Pew survey on civic and political engagement reported that 67% of youth (ages
18–24), compared with 39% of adults, engaged in civic and political activ-
ities using social networking sites in a manner consistent with participatory
politics in the year leading up to the 2012 presidential election (Smith, 2013,
p. 3).3 In addition, when comparing Pew surveys in 2008 and 2012, we found
that among youth ages 18–24, rates of engagement in acts we associate with
participatory politics roughly doubled. For example, the number of youth who
posted political news on a social networking site grew from 13% to 32% and
the number belonging to a political group or a group supporting a cause on
a social networking site grew from 14% to 26%. Furthermore, our nationally
representative 2013 survey found that 50% of those between the ages of 15 and
27 got news from Facebook and Twitter posts by families and friends during
the week they completed the survey. This compares quite favorably to the other
ways young people access news (see Table 1). By circulating information and
perspectives, these young adults—similar to newspaper editors—are determin-
ing the ideas that those in their social networks are exposed to and shaping the
narrative around what’s important.

Moreover, of particular relevance for educators, a significant number of
high school age youth are also engaged in participatory politics. Analysis
of data from our 2013 YPP Survey found that 36% of youth who were
between the ages of 15–18 engaged in at least one act of online participatory
politics within the previous year.4 By comparison, 6% of those between
15 and 18 reported working on an election campaign during the previous
12 months and 4% donated money to a campaign. In short, one reason
participatory politics require sustained attention from scholars and educators

Table 1. Sources of News and Information

Percent who got news and information about political or social issues from source
in last week:
Twitter or Facebook post/tweets from family or friends 50%
Newspapers, magazines, TV, or radio news accessed online 50%
Print newspaper or magazines, TV or radio news 43%
An online community where people discuss a hobby, sport,

or fandom
36%

Data from 2013 YPP Survey for 15–27-year-olds.

Redesigning Civic Education 7

is because they now represent a substantial portion of high school age youths’
overall political activity.

CAN PARTICIPATORY POLITICS PROMOTE POLITICAL
EQUALITY?

The degree to which such practices are equitably distributed also requires
careful attention as it both challenges and confirms commonly held beliefs
about the digital divide. Among youth, engagement with participatory pol-
itics is largely equal across ethnic and racial groups (see Cohen & Berk,
2015; Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012, for more detail).
However, while the relatively equitable rates of participation for youth across
ethnicity and race are a positive sign, equitable educational support and prepa-
ration is not assured. Those youth with the most education are roughly twice as
likely to engage in participatory politics as those youth with the least (Cohen
et al., 2012). Furthermore, a study by Leu and colleagues (2014) found more
affluent students had an additional school year’s worth of instruction related to
online reading abilities (i.e., abilities to find, evaluate, integrate, and commu-
nicate online information) compared to lower income students. As discussed
toward the end of the article, these disparities signal the need to redesign civic
education toward preparing all youth for effective and powerful participation in
the changing civic and political landscape. In addition, often due to the lack of
responsiveness of institutions to their priorities, low-income youth and youth
of color may place less emphasis than White and middle-class youth on for-
mal institutional politics (Bedolla, 2005; Junn, 1999). Therefore, attending to
participatory politics in civic education may be particularly valuable for these
groups as it may provide a means of supporting political voice and collective
action.

PARTICIPATORY POLITICS ARE PARTICULARLY RELEVANT TO
AND FOR YOUTH

It is also worth considering probable explanations for the high rates of
youth engagement in participatory politics, both when compared to adults’
rates of engagement in these practices and when compared with rates of youth
participation in institutional politics. Our review of the literature indicates
that young people’s engagement with digital practices and what Jenkins and
colleagues (2009) have termed a participatory culture provide part of the expla-
nation, as does the significant disjuncture youth experience when it comes
to institutional politics. Specifically, youth are often ignored, excluded from,
or given only marginal roles in institutional politics. Youth under 18 in the
United States are not able to vote and, when it comes to shaping the priorities

8 Kahne et al.

of most governmental and non-profit institutions, most youth have few mean-
ingful chances to give input. As a result, organizations often do not develop
agendas that respond to their priorities. When engaged in participatory politics,
in contrast, neither youths’ ability to act nor the focus of their efforts require
approval of these institutional gatekeepers.

In addition, youth often report being turned off by the conflictual and
seemingly ineffectual nature of institutional politics. They express less inter-
est in elections (voting and working on a campaign) and in the traditional
political debates engaged in by politicians and interest groups, and they report
greater satisfaction from engagement in a range of more participatory forms
of lifestyle politics and political acts that emphasize self-expression—forms
of engagement facilitated by the affordances of digital media (Bennett, 2012).
Thus, media literacy education designed to support youth investigation and
research is needed (Hobbs, 2010).

In addition, the attraction of participatory politics appears to stem from
its alignment with broader cultural forms of engagement that youth find com-
pelling. Surveys suggest that many youth readily employ the affordances of
digital media, both as individuals and in groups, to socialize, to pursue their
interests, to collaborate, to produce, and to learn within a participatory culture.
For example, our YPP Survey indicated that 37% of youth between the ages of
15 and 27 post links or forward information or media related to their interests
at least once a week and 16% create media (blogs, fiction, podcasts, music)
online at least once a week. Networks and groups with shared interests tied to
hobbies, sports, entertainment, or religious and cultural identities often culti-
vate these participatory settings. These can be powerful contexts—creating a
kind of digital social capital that supports what Ito and colleagues (2015) have
called connected civics (which they view as a subset of participatory politics)
in which groups of youth who share interests become civically and politically
engaged; Jenkins et al., 2016). Indeed, participatory political engagement is not
only an end. It is also potentially a means through which youth learn. Engaging
in participatory politics can deepen participants’ understanding of issues and
of ways to bring about change in areas of interest. Moreover, both qualitative
and quantitative research has found a strong relationship between engaging in
interest driven participatory cultures and in participatory politics (Cohen et al.,
2012; Jenkins et al., 2016; Kahne, Lee, & Feezell, 2013).

EXPANDING THE AGENDA FOR CIVIC EDUCATION IN THE
DIGITAL AGE

While survey data and case studies of youth civic and political engage-
ment make clear the prevalence and significance of participatory politics, they
do not provide a clear road map for educators. In order to understand whether
and how civic education must be modified, it is necessary to identify the skills,

Redesigning Civic Education 9

Investigation &

Research

Youth analyze and

evlauate information in

order to learn about

and investigate

pressing civic and

political issues.

Dialogue &

Feedback

Youth engage in

dialogue, learn about

multiple perspectives,

and give feedback to

elites on issues of public

concern.

Production &

Circulation

Youth produce and

circulate news and

information about

issues that matter to

them and help shape

the broader narrative.

Mobilizing for

Change

Youth rally their

networks and mobilize

others to work together

to accomplish civic and

political goals.

CORE PRACTICES OF

PARTICIPATORY

POLITICS

Figure 1. Core Practices of Participatory Politics

dispositions, and experiences required to effectively engage in participatory
politics. To do this we look at four practices that are central to civic and political
engagement where we feel digital age technology and social connectivity have
meaningfully altered the form and dynamics of civic and political life: inves-
tigation and research, dialogue and feedback, production and circulation, and
mobilization (see Figure 1). Although not the only relevant practices, we high-
light these because they are analogues to the main practices identified as part of
a broader participatory culture (Jenkins et al., 2009). In addition, they reflect the
movement from agenda-setting to opinion formation and action taking which
are at the core of all political life (see Kahne et al., 2015).

In the section that follows, we provide a conceptual map that describes
how these core practices are changing, research detailing the nature of these
changes, and implications for educators. (For charts summarizing broad exam-
ples of these changes and some key educational implications, see Table 2.) In
addition, to illustrate what responding to these needs might involve, we provide
descriptions of early efforts of four teams of educators based in three different

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ro
ug

h
m

ul
ti

pl
e

so
ur

ce
s

us
in

g
di

gi
ta

l
to

ol
s

an
d
pl
at
fo
rm

s
•T

ap
pi

ng
so

ci
al

ne
tw

or
ks

to
fo

ra
ge

fo
r
in
fo
rm
at

io
n

•P
ar

ti
ci
pa
to

ry
ac

ti
on

re
se

ar
ch

•I
nf
or
m
at
io

n
fr

am
in

g
an

d
st

or
y

cr
ea

ti
on

D
ia

lo
gu

e
an

d
fe

ed
b

ac
k

:
•F

or
yo

ut
h,

di
al

og
ue

ab
ou

t
so

ci
al
is
su

es
oc

cu
rr

ed
ei

th
er

in
pr

iv
at

e
ci

rc
le

s
w

it
h

a
m

il
y

an
d

fr
ie

nd
s

r
w

it
h

pe
er

s
in

sc
ho

ol
•S

tr
uc

tu
re

d
fo

ru
m

s
fo

r
di

al
og

ue
an

d
fe

ed
ba

ck
pr

im
ar

il
y
ha
pp
en
ed

at
sp

ec
ifi

ed
ti

m
es

an
d

lo
ca

ti
on

s,
su

h
as

a
to

w
n

ha
ll

or
sc

ho
ol

bo
ar

d
m

ee
ti

ng
s

•I
nc
re
as

ed
op

po
rt

un
it

ie
s

fo
r

fe
ed

ba
ck

in
on

li
ne

fo
ru

m
s,

su
ch

as
co

m
m

en
ti

g
on

ne
w
s
w

eb
si

te
s,

cr
ea

ti
ng

on
li

ne
pe

ti
ti

on
s,

an
d

e
ne

ra
ti

ng
vi

ra
l

ca
m

pa
ig

ns
in

te
nd

d
to

pr
es

su
re

a
re

pr
es

n
ta

ti
ve
•Y
ou

th
ha

ve
in

cr
ea

se
d

op
po

rt
un

it
ie

s
to

en
ga

ge
in

di
al
og
ue
an
d
fe
ed
ba
ck

ou
ts

id
e

of
st

ru
ct

ur
ed

fo
ru

m
s

an
d

in
st

it
ut

io
na

l
co

nt
ex

ts
•T

e
re

ar
e

ex
pa

nd
ed

ch
an

ce
s
fo
r
yo
ut
h
to

vo
ic

e
th

ei
r

op
in

io
ns
an
d

pe
rs

pe
ct

iv
es

to
a
w
id

e
au

di
en

ce
•Y
ou

th
on

ly
en

ga
ge

n
sp

ac
es

an
d
di
al
og
ue

w
it

h
li

ke
-m

in
de

d
in

di
vi

du
al

s,
ca

ll
ed

ec
ho

ch
am

be
rs

•I
nc

iv
il

it
y
an
d

of
fe

ns
iv

e
di

al
og

ue
ca

n
do

m
in

at
e

on
li

ne
di

al
og

ic
sp

ac
es

th
at

ar
e
no
t

re
gu

la
te

d
by

cl
ea

r
no

rm
s

or
gu

id
el

in
es

an
d

w
he

re
an

on
ym

it
y

is
co

m
m
on
S
up
po
rt
yo
ut
h
to
en
ga
ge
in
:
•E

xp
re

ss
in

g
on

e’
s

pe
rs
pe
ct

iv
e

pe
rs

ua
si

ve
ly

in
a

di
gi

ta
l

fo
rm

at
•S

ha
ri

ng
on

e’
s
po
in

t
of

vi
ew
w
it

h
re

sp
ec

t
an

d
ci

vi
li

ty
ev

en
w

he
n

th
er

e
is

no
fa

ce
to

fa
ce

re
la

ti
on

sh
ip

•T
ap

pi
ng

so
ci

l
ne

w
or

ks
to

en
ga
ge
in
di
al
og
ue
w
it

h
pe

op
le

w
it

h
di

ve
rs

e
pe
rs
pe
ct
iv
es
•R

fl
ec

ti
ng

on
th

e
im

pa
ct

of
di

al
og
ue
an

d
ex

pr
es

si
on

on
th
ei
r

ow
n

id
en

ti
ty

w
hi

e
be

in
g

aw
ar

e
of
th
e

ri
sk

s
of

di
sc

lo
su

re
,

on
li

ne
bu

ll
yi

ng
,a

nd
ec

o-
ch

am
be
rs
10

•M
an

y
op

po
rt
un
it
ie
s
fo
r
fe
ed
ba
ck

—
su

ch
as

vo
ti

ng
,c

al
li

ng
on
e’
s

re
pr

es
en

ta
ti

ve
,o

r
w

ri
ti

ng
a

le
tt

er
to

th
e

ed
it

or
—

w
er

e
st

ru
ct
ur
ed

y
in

st
it
ut
io
ns

•D
ia

lo
gu

e
ab

ou
t

so
ci

l
is

su
es

ca
n

oc
cu

r
w
it
h

a
br

oa
de

r
ra

ng
e

of
pe

op
le
in
on
li
ne

sp
ac

es
,s

uc
h
as
F
ac
eb

oo
k,

T
w
it
te

r,
ch

at
ro

om
s,

et
c.

•I
n

an
ef

fo
rt

to
dr

aw
at

te
nt

io
n,

ev
er

yd
ay

ex
pe

ri
en

ce
s

of
or

di
na

ry
li

ve
s

an
d

st
ru

g
le

s
ca

n
be

r
ow

de
d
ou
t

by
se

ns
at

io
na

li
ze

d
ac

co
un

P
ro

d
u

ct
io

n
:

•T
he

pr
od

uc
ti

on
of

id
ea

s
an
d
m
ed
ia

w
as

la
rg

el
y

li
m

it
ed

to
el

it
es

an
d

“p
ro

fe
ss

io
na

ls
”

w
it

hi
n

or
ga

ni
za

ti
on
s
an
d
in
st
it
ut
io

ns
.

•Y
ou

th
w

er
e

pr
im

ar
il

y
co

ns
um

er
s

in
re

la
ti

n
to

pr
od
uc
ti

on
;

ex
ce

pt
io

ns
in

cl
ud

ed
sm

al
l-

sc
al

e
ac

ti
vi

ti
es

po
ss

ib
ly

pr
ov

id
ed

th
ro
ug
h
sc
ho

ol
,y

ou
th
or
ga
ni
za
ti
on

s,
or

vo
lu

nt
ee

ri
ng

w
it
h
an
or
ga
ni
za
ti
on

•A
cc

es
si

bl
e

di
gi
ta
l

to
ol

s
en

ab
le

yo
ut
h
to
en
ga
ge
in
pr
od
uc
ti

on
ra

ng
in

g
fr

om
cr

ea
ti

ng
a

vi
de

o
to

bu
il

di
ng

th
ei

r
ow
n
w
eb
si
te
•T
he

re
ar

e
ne

w
an

d
ex

pa
nd

ed
op
po
rt
un
it
ie
s
fo
r
yo
ut
h
to

co
nt

ri
bu

te
to

th
e

fl
ow

of
in
fo
rm
at
io
n
an
d
to

sh
ap

e
th

e
na

rr
at

iv
e

ar
ou

nd
ci

vi
c

an
d

po
li

ti
ca

l
is
su
es
•Y
ou
th
ha

ve
vo

ic
e

an
d

ag
en

cy
in

sp
ac

es
w

he
re

th
ey

ca
n

al
so

pr
od

uc
e

id
ea
s
an
d
m
ed
ia

•W
he

n
w

or
ki

ng
w

it
h
li
m
it
ed

re
so

ur
ce

s,
ci

vi
c
an
d
po
li
ti
ca

l
pr

od
uc

ti
on

pr
oj

ec
ts

ca
n

e
qu

ir
e

an
in

te
ns

iv
e

am
ou

nt
of

w
or

k
ov

r
a

lo
ng

pe
ri

od
of

ti
m

e
th
at
is

in
cr

ea
si

ng
ly

un
su

st
ai

na
bl

e
S
up
po
rt
yo
ut
h
to

de
ve

lo
p

ab
il

it
ie
s
to

:
•U

se
di

gi
ta
l
to
ol
s
an
d
pl
at
fo
rm
s
fo

r
tr

an
s-

m
ed

ia
pr

od
uc
ti
on

•S
tr

at
eg

ic
al

ly
de

te
rm

in
e

th
e

ap
pr

op
ri

at
e
to
ol
s
an

d
th

e
be

st
us

e
of
th
e
to
ol

s
•D

et
er

m
in

e
ho

w
to

cr
af

t
pe

rs
ua

si
ve

m
es

sa
ge

s
th

at
w

il
l

re
ac

h
a

ta
rg

et
ed

au
di

en
ce

(C
o
n
ti

n
u
ed

)
11

T
ab
le
2.

(C
on

ti
nu

ed
)

C
om
m
on
H
is
to
ri
ca
l
P
ra
ct
ic
es
E
xp
an
de
d
P
ra
ct
ic

es
in

th
e
D
ig
it
al
A
ge
N
ew
O
pp
or
tu
ni
ti

es
fo

r
Y
ou
th
P
ot
en
ti
al
R
is
ks
Im
pl
ic
at
io
ns
fo
r
E
du
ca
to
rs

C
ir

cu
la

ti
on

:
•T

he
sp

re
ad

of
in
fo
rm
at
io

n
ha

pp
en

ed
th

ro
ug

h
st

ru
ct
ur
ed
ci
vi
c
an
d
po
li
ti
ca
l
or
ga
ni
za
ti
on

s
vi

a
m

as
s

m
ai

li
ng

s,
fl

ye
rs

,
po

st
er

s,
et

c.
•O

rg
an

iz
at

io
ns
an
d
th
e
m
ed

ia
ch

os
e

“e
xp

er
ts

”
an

d
“l

ea
de

rs
”

to
sp

ea
k

on
a

to
pi

c
an

d
ta

lk
ab

ou
t

it
s

ci
vi

c
im

pl
ic

at
io
ns
•I
nf
or
m
at
io
n
sp
re
ad
s
th
ro
ug

h
pa

rt
ic

ip
at

or
y
ch
an

ne
ls

,s
uc

h
as
T
w
it
te

r,
F

ac
eb
oo
k,
an
d

W
ik

ip
ed

ia
•S

oc
ia

l
ne

tw
or

ks
sh

ar
e
an
d

ci
rc

ul
at

e
in
fo
rm
at
io
n
to

an
ex

pa
nd

ed
au

di
en

ce
by

“l
ik

in
g,

”
fo

rw
ar

di
ng

,
co

m
m
en
ti
ng
,a

nd
re

m
ix

in
g
in
fo
rm
at
io
n
•Y
ou
th
ha
ve
in
cr
ea
se
d
op
po
rt
un
it
ie
s
fo

r
vo

ic
e,

ag
en

cy
,a

nd
cr

ea
ti

e
ex

pr
es
si
on
th
ro
ug
h
sh
ar
in
g
in
fo
rm
at
io
n
an
d
th
ei

r
po

in
ts

of
vi

ew
•Y

ou
th

he
lp

de
te

rm
in

e
w

ha
t

in
fo
rm
at
io
n
an
d
vi
ew
s
th
ei
r
pe
er

s
ar

e
ex

po
se

d
to
•Y
ou

th
no

w
ha

ve
th

e
ab
il
it

y
to

re
ac
h
an
ex
pa
nd
ed
au
di
en
ce
ou
ts
id
e

of
an

or
ga
ni
za
ti
on

al
st

ru
ct

ur
e

us
in
g
di
gi
ta
l
to
ol
s
an
d
on
li

ne
ne

tw
or
ks
•T
he

nu
an

ce
s
of
an
is
su

e
ge

t
lo

st
w

he
n
a
m

es
sa

ge
is

tr
im

m
ed
an
d

si
m

pl
ifi

ed
to

ci
rc
ul
at
e
qu

ic
kl

y
an

d
br

oa
dl

y
•E

xp
os

ur
e

to
ne

w
in

fo
rm
at
io
n
an

d
id

ea
s

is
li

m
it

ed
by

fi
lt

er
bu

bb
le
s
an

d
on

e’
s
so
ci

al
ne

tw
or

ks
•T

he
di

gi
ta

l
af

te
rl

if
e

of
a

m
es
sa
ge
ca
n

ta
ke

on
a

di
ff

er
en

t
sh

ap
e

or
di

re
ct

io
n

th
an

w
as

in
it

ia
ll

y
in
te
nd

ed
•S

ur
ve

il
la

nc
e

is
in
cr
ea

si
ng

ly
po

ss
ib

le
as

in
cr

ea
se

d
pe

rs
on

al
ex

pr
es
si
on
in
on
li
ne
sp
ac

es
ca

n
ea
si
ly

be
tr

ac
ke

d
an

d
tr

ac
ed

S
up
po
rt
yo
ut
h
to
en
ga
ge
in
:
•T

e
us

e
of
di
gi
ta
l
to
ol
s
an

d
pl

at
fo

rm
s
fo
r

m
ul

ti
m
ed
ia
ci
rc
ul
at
io
n
•T
ap
pi
ng
so
ci
al
ne
tw
or
ks
to
ci
rc
ul
at
e
in
fo
rm
at
io
n
an
d
m
es
sa

ge
s

•D
et

er
m

in
in

g
ho

w
to

go
pu

bl
ic

an
d

cu
lt

iv
at
e
an
ex
pa

nd
in

g
on
li
ne
au
di
en
ce
fo
r
th
e

sp
re

ad
of

in
fo
rm
at
io
n

or
on

e’
s
vi
ew
po
in
ts
•T

hi
nk

in
g
th
ro
ug
h
po
ss
ib
le

ou
tc

om
es

of
ci

vi
c
an
d
po
li
ti
ca

l
ac

ti
vi

ty
,t

he
fo

ot
pr

in
t

it
m

ay
le

av
e,

an
d
th
e
di
gi
ta
l

af
te

rl
if

e
12

M
ob

il
iz

in
g
fo
r

C
h

an
ge

:
•P

ol
it
ic
al
or
ga
ni
za
ti
on

s
m

ob
il

iz
ed

la
rg

e
nu

m
be

rs
of

pe
op

le
ar

ou
nd

a
ci

vi
c

or
po

li
ti
ca
l

ca
us

e
us
in
g
th
ei

r
ca

pa
ci

ty
an

d
re
so
ur
ce
s,
su
ch

as
do

or
to

do
or

ca
nv

as
si

ng
or

ta
pp

in
g

an
or

ga
ni

za
ti

on
s’

m
em

be
rs

hi
p

•S
oc

ia
l

ne
tw
or
ks
ca
n

be
m

ob
il
iz
ed
w
it

ho
ut

th
e

ne
ed

fo
r
or
ga
ni
za
ti
on

al
re

so
ur
ce
s
•Y
ou

g
pe

op
le

m
ig

ht
st

ar
t

a
ne

w
po

li
ti
ca
l

gr
ou

p
on

li
ne

,w
ri

te
an

d
di

ss
em

in
at

e
an
on
li
ne
pe
ti
ti

on
,r

ai
se

m
on

ey
fo

r
a
ci
vi

c
ca

us
e

vi
a

a
K

ic
ks

ta
rt

er
ca

m
pa

ig
n

•Y
ou
th
ha

ve
ex

pa
nd

ed
re

le
va

nc
y

an
d

in
fl

ue
nc

e
in

m
ob

il
iz
in
g

ot
he

rs
to

ba
ck
a
ci
vi
c
or
po
li
ti
ca
l
is
su
e
of

co
nc

er
n

•S
oc
ia
l
ne
tw
or
ks
in
cr
ea
se

yo
un

g
pe
op
le

’s
op

po
rt
un
it
y
to
be
m
ob
il
iz
ed

to
re

sp
on

d
to

an
is

su
e

by
so

m
eo

ne
th

ey
kn

ow
an

d
tr

us
t

•Y
ou
th
ca
n
ta

ke
ad

va
nt

ag
e

of
va

ry
in

g
le

ve
ls

of
en

ga
ge

m
en

t
th

ro
ug

h
th

e
fl

ui
d

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14 Kahne et al.

cities (Chicago, Los Angeles, and Oakland) who are part of the Educating
for Participatory Politics (EPP) project. Each EPP team provides training and
coaching to a cohort of educators as they plan and implement curriculum that
explores the expanded possibilities and risks associated with EPP.

Specifically, the Black Youth Project’s (BYP) New Media Research
Program at the University of Chicago is partnering with Chicago Public
School’s Global Citizenship Initiative (GCI) in order to develop a series of
modules focused on civic engagement in the digital age, including modules
focused on digital media use, search and credibility of online information,
and digital media’s impact on electoral politics and policy formation. The
second team in Chicago, a partnership between the Good Participation (GP)
Project at Project Zero and Facing History and Ourselves, collaborated to “dig-
itize” a series of Facing History’s educational resources that not only give
students opportunities to use digital tools, but also reflect on digital media’s
impact on identity, membership, and community. The Media, Activism, and
Participatory Politics (MAPP) Project partners with the University of Southern
California School of Cinematic Arts’ Media Arts + Practice Division to curate
curricular resources and create workshops for various educational settings.
The goal is to provide opportunities for youth to tap the power of cultural
storytelling and to learn the creative production skills needed to produce a
compelling story using any media necessary (Jenkins et al., 2016). Finally,
in Oakland, the Educating for Democracy in the Digital Age (EDDA) project
has taken a district-wide approach to re-envisioning civic education in the
digital age by building professional learning communities at various school
sites who work together to integrate digital civic learning opportunities into
the high school curriculum. (See http://ypp.dmlcentral.net/pages/educating-
participatory-politics-resources for more details.)

These projects are just beginning and we are currently conducting focused
studies of their impact. Thus, we are not arguing that these are models to be
copied or that they are necessarily exemplary ways to address these concerns.
Rather, we draw on these examples to provide a more tangible sense of the dif-
ferent ways, through both large and small curricular efforts, that educators can
help prepare youth for important forms of engagement in civic and political
life in the digital age, including investigation, dialogue and feedback, circu-
lation, production, and mobilization. While each example is used to illustrate
one particular core practice, many of the curricular efforts being developed pre-
pare youth for more than one practice. Finally, most of the examples below, but
not all, come from high school social studies classrooms. This is not surpris-
ing since social studies has long been the discipline most directly tied to the
civic education agenda. But it is worth noting that the significant changes tak-
ing place in civic and political life in the digital age are relevant for educators
broadly to consider.

Redesigning Civic Education 15

Investigation and Research

Direct investigation of community needs and interests, as well as research-
ing civic and political issues more generally, has always been central to opinion
and policy formation. In the past, information regarding civic and political
issues was identified, assessed, synthesized, and circulated for public con-
sumption by institutional gatekeepers, experts, and elites, such as scholars,
journalists, the government, and interest group spokespeople based within for-
mal organizations. Many organizations continue this tradition. However, the
changing dynamics of the digital age have led to expanded opportunities for
more participatory forms of investigation.

Indeed, individuals and groups now have greater ability to not only check
the veracity of information that is circulated by elite institutions (Armstrong
& Zuniga, 2006), but also conduct their own investigations in an effort to
actively create knowledge and raise awareness. Digital media tools, such as
Internet search engines, survey tools, online databases, mapping tools, and
mobile phones with recorders and video cameras all make investigation easier.
Self-publishing tools have also enlarged opportunities for community members
and those involved in youth participatory action research to publish and circu-
late content without approval from an editor and review board, expanding the
system of checks and balances on elite journalist organizations.

The implications of these changes for civic education are significant. First,
youth will need an expanded set of skills if they are to effectively tap the
affordances of the digital age when engaging in investigation and research.
In addition to the ability to search for information in a library, youth must also
develop abilities to effectively search for a wide range of information and per-
spectives online or in collaboration with other people engaged in participatory
research. Civic educators, both as individuals and in conjunction with long
established programs implemented by groups such as the Center for Civic
Education and the Constitutional Rights Foundation, have long promoted prac-
tices aligned with the project method (Kilpatrick, 1918), active learning (Owen,
2015), and youth participatory action research (Cammarota & Fine, 2008).
These types of practices involve studying community issues through inter-
viewing community members, designing surveys, or producing a report or
presentation for the public. Youth can now benefit from developing abilities to
use digital media when engaged in such activities. Moreover, as noted above,
the degree to which information is now accessed through social networks and
is circulated without vetting dramatically increases the challenge of judging
the credibility of information. This requires youth to develop both new skills
and new sensibilities when it comes to research and investigation. Educational
responses to these needs must be developed.

For example, Mr. Vaughn5, in his work with the BYP New Media Research
team, asked his 11th-grade social studies students to use the Internet to inves-
tigate civic issues in their community. Students were asked to identify an issue

16 Kahne et al.

they cared about and a civic organization they believed was making a positive
difference, to go online to learn about the group’s perspective on this issue,
and to interview a key civic actor in that organization. In order to surface the
complexities of undertaking this kind of online investigation, Mr. Vaughn made
a screencast of his own online search for a civic organization. Students were
able to see the key search terms he entered and the sites he visited, as well as
hear the reactions and thoughts as the process unfolded. Students completed
the assignment in groups where they examined organizations, such as Cease
Fire, Justice for Homicide Victims, and Job Corps, and wrote a collaborative
research paper together in Google docs. Mr. Vaughn said that in addition to
supporting students’ foundational digital literacies, he wanted them to build up
the stamina needed to navigate this new landscape, and to take advantage of
digital tools for civic purposes (A. L. Linton, personal communication, May 9,
2014).

Taking a different approach, Ms. Richards, a teacher participating in the
Oakland EDDA project, focused on helping her students learn to judge the
credibility of different online sources in preparation for a research project on
a contemporary civil rights issue. While reading articles about New York’s
controversial “Stop and Frisk” policy, Ms. Richards asked students to use
the “Trust-O-Meter” which required students to answer a series of questions
to assess whether a source was trustworthy thereby highlighting factors that
made a source questionable or untrustworthy (E. Middaugh, personal com-
munication, August 19, 2014). By outlining and then weighing the strengths
and weaknesses of a source, Ms. Richards found that students were able to
better determine the credibility of the online sources she provided: “When I
gave them the sources, . . . and the focus was on evaluating the credibility,
bias, and objectivity [using the “trust-o-meter” template] they did really well.”
However, she also found that it was hard to change youth norms regarding a
relatively open acceptance of the information they found online. When stu-
dents were asked to evaluate sources they had found on their own (as opposed
to the sources she had given them), Ms. Richards explained that “I saw them
fumbling again. I saw them putting in information from the source, as opposed
to reasons to trust it or question it.” In a focused study on information liter-
acy in the digital age with four high school teachers, including Ms. Richards,
Middaugh and Evans (2015) found that low stakes repetition with these kinds
of critical information literacy skills helped students judge the credibility of
information, especially when the topic or content area was new and unfamiliar.

It appears that these needs are widespread. In our 2011 YPP Survey, 84%
of youth surveyed nationally said they thought that they and their friends would
benefit from instruction in how to tell if a given source of online news was
trustworthy (Cohen et al., 2012). Unfortunately, 33% of youth in high school
in our 2013 YPP survey did not report a single class session that focused on
how to tell if information found online was trustworthy. Only 16% reported
having more than a few class sessions focused on this topic. The same survey

Redesigning Civic Education 17

included an experiment that revealed that those youth who had had media liter-
acy instruction were better able to determine if hypothetical political posts on
Facebook were accurate, even with controls for knowledge and interest in pol-
itics and a full range of demographic and academic factors (Kahne & Bowyer,
2015). In short, digital networks and platforms enable any individual or group
to post and share information without institutional oversight, however, this has
made it more difficult to determine the credibility of the immense amount of
information accessible online (Metzger, 2007).

Dialogue and Feedback

Engaging in dialogue and expressing one’s perspective to those in posi-
tions of authority is an important form of civic and political engagement
(Gutmann & Thompson, 1996). The affordances of digital media have greatly
expanded youth opportunities to engage in discussion with those who hold
differing perspectives, to argue for their points of view, to comment on
civic and political issues outside of formal structures and institutions, and to
express feedback to government agencies, corporations, and other organiza-
tions through avenues such as petitions and online campaigns. The number of
youth taking advantage of these opportunities for dialogue and feedback in and
out of school is growing. Fifty-four percent of 18–24-year-olds who use the
Internet engaged in dialogue related to politics online in 2012, up from 43% in
2008 (Smith, Schlozman, Verba, & Brady, 2009).

Many scholars have expressed concern, however, that dialogue often
occurs within an echo chamber, where individuals engage mostly with those
who share their views (Sunstein, 2007). Moreover, when interaction occurs
among those who hold divergent views, it is often problematic leading to harsh-
ness or disengagement rather than true democratic deliberation (Vanfossen,
2006). Kushin and Kitchener (2009) found that 30% of discussions in Facebook
political groups were unproductive/uncivil (for example, containing personal
insults and offensive language). Indeed, the desire to gain attention coupled
with the anonymity provided by many online platforms may lead to more fre-
quent troublesome exchanges. For example, offensive remarks can also turn
into hate speech with racist, sexist, or homophobic tones, especially in the
context of heightened anonymity online. Thirty-nine percent of all students,
including 45% of Black and 47% of Latino students, on our 2011 YPP Survey
reported seeing or experiencing racist statements and interactions online
(Cohen & Berk, 2015). Similarly, a study of approximately 260 high school age
youth’s experiences of direct and indirect racial discrimination on the Internet,
found that 71% of Black, 71% of White, and 67% of multiracial/other adoles-
cents reported seeing racial discrimination online, whereas, 29% of Black, 20%
of White, and 42% of multiracial/other youth reported experiencing racial dis-
crimination (Tynes, Tiang, Williams, & Thompson, 2008). The repercussions

18 Kahne et al.

of such troubling dynamics have an effect in the short and long term. After
interviewing 70 highly active civic youth about their civic participation and
expression online, Weinstein, Rundle, and James (2015) found through follow-
up surveys that 32% of the sample (n = 13/41) had silenced or quieted their
online civic expression just 2 years later. Many said this was due to fears of
backlash or negative consequences of sharing their perspectives online.

Thus, while providing opportunities for face to face discussions of contro-
versial civic and political issues in contexts moderated by educators has long
been and continues to be a best practice by civic educators (Hess, 2009), addi-
tional learning opportunities will be needed to support youth to navigate and
address the risks, as well as take advantage of the expanded opportunities with
online dialogue and feedback.

To create a context in which her students could not only negotiate online
dialogue and behavior, but also reflect on their online expression and identity
a teacher in Chicago, Ms. Mankie, started an online discussion board for her
classes. She initiated discussion threads on people’s rights and responsibilities
in online spaces, online identity expression, the impact of social media in areas
of civic and political unrest around the world, and the potential perils of digital
media for social activism and social movements. Students were able to post
their views and opinions, craft arguments, comment on one another’s posts,
and share links to other related information or media. In one discussion thread,
Ms. Mankie encouraged students to post and analyze one to two images and
messages they had shared recently on a social media platform, like Facebook,
Tumblr, Twitter, or Instagram.

One student shared a photo of a polar bear clambering on melting ice
because she felt it was symbolic of climate change. On the discussion board,
she then explained

I post a lot about how we affect the environment and pictures like these
point out the harm we’ve caused. Most of my friends just thought it was
funny and commented that it looked like their friends in the lake that day.
I deleted the comments because I thought it was somewhat disrespectful
to poke fun at tragedy.

Later in class, the student had the opportunity to reflect on why she was
offended by her peers’ comments and on various ways she might respond in
the future.

In focus groups, Ms. Mankie’s students described how the discussion
board opened up a space for them to share experiences online, reflect on the
impact of their own social media use, and voice differing opinions and per-
spectives on the challenges of online expression and on what they thought
constituted a respectful exchange. The student’s experience noted above also

Redesigning Civic Education 19

highlights a set of challenges that several studies of educational efforts to pro-
mote public voice have surfaced. Specifically, educational efforts to engage
youth in using digital media for political purposes can increase political interest
but it is not always possible to promote high quality or sufficient interaction.
In such instances, the “public” aspect of the experience is diminished. Levy,
Journell, He, and Towns (2015) found that in such instances, despite educa-
tors’ intentions, written content that is shared over social media platforms feels
to some students like a regular assignment written for the teacher.

Indeed, because students reported being motivated by having a larger audi-
ence, Ms. Mankie is planning to modify her approach to connect students with a
broader audience of peers and adults beyond their school when she implements
these lessons next year. When engaging with this audience, students will be
sharing their perspectives, raising awareness about the civic and political issues
they are learning about, and gathering feedback and multiple perspectives.

Production and Circulation

Prior to the digital age, institutions ranging from political parties, to
churches, to interest groups, such as the National Rifle Association and the
Sierra Club, produced content and used their contact databases and mem-
bership lists to widely distribute political messages. Today, social media
platforms make large-scale production and circulation of messages cheaper,
more scalable, and less dependent on formal organizations or institutions.

Indeed, production and circulation may be the domain where the affor-
dances of digital media have made the biggest difference for youth. With
relative ease, compared to the past, young people can now write and dis-
seminate a blog about a political issue, remix a political video and share it
with their social network, or produce a wiki with information about com-
munity resources. Communication scholars have argued that such peer-based
production can be politically empowering and politically influential in raising
awareness and mobilizing others, especially since such production employs
skills youth commonly use when engaging socially online (see, for example,
Burns, 2008; Jenkins et al., 2009; Ratto & Boler, 2014).

In an effort to help her students take advantage of these opportunities, Ms.
Tate asked the ninth-graders in her social studies class in Oakland to choose
a contemporary issue related to a social movement they had studied and to
develop their own Taking Action Plan. One student used Facebook to show
her peers that feminism is still relevant today. On her Facebook page, she cir-
culated links to information and thought-provoking memes about the status of
women in today’s society (E. Middaugh, personal communication, August 20,
2014). Another student produced a music video about marriage equality that
she circulated to her networks on YouTube in order to raise awareness about
gay rights. The ease with which these young people were able to produce and

20 Kahne et al.

circulate content to a wide audience far outstrips what young people could
typically accomplish without digital tools and social media.

Not surprisingly, the reach of these differing projects varied. Many efforts
to produce and circulate content will confront what Levine has termed “the
audience problem” (2008, p. 129). Simply put, many blogs or other digital
content may get relatively few views and little or no response. Of course, many
off-line political activities also fail to engage many members of the public.
We would classify a blog that addresses a political issue but has few readers
an act of participatory politics just as we would classify a protest that people
ignore as a political activity. That said, clearly, the power of public voice is
diminished if one fails to reach a public. This reality highlights the need for
educators to help set realistic expectations and to support and scaffold activities
so that youth can more effectively produce and circulate political content.

In addition, civic educators can help youth reflect on a variety of risks
that come along with these practices. For example, given the diminished role
played by gatekeepers in vetting the style and content of information and given
the increased permanence and public nature of statements they might make
and circulate, youth must also now carefully consider what to circulate and
to whom. A study by Rundle, James, and Weinstein (2015) noted that youth
frequently adopt a casual approach to circulation of civic or political material.
Rather than considering, for example, the purpose of circulating the material,
the desired impact, or how different audiences might respond, they “just click.”

Curriculum that responds to these challenges will help youth more fully
consider the complexities and impact of circulation and production in a highly
networked world. As one example, the MAPP team created a workshop cur-
riculum for youth activists in order to further explore the opportunities and
complexities of production and circulation. They began by asking participants
to craft a compelling and creative story that would draw the audience’s atten-
tion to a particular issue and help them express their perspective. After groups
developed a narrative complete with a main character, a central conflict, and
some type of resolution, participants identified what media they had at their
fingers tips that could be utilized—whether it was video, photography, per-
formance, crafting, etc.—and then learned the production skills needed as the
process unfolded.

This approach reflects the MAPP team’s belief that educational supports
like these workshops can help young people identify avenues for their voices
to be heard “by any media necessary,” and tap the affordances of digital media
in order to learn how to produce content tied to issues about which they
care deeply (Peters-Lazaro & Shresthova, 2015). Indeed, when MAPP asked
youth activists how educators can support them in finding and telling their
story, youth shared how important it is to “make participation less daunting”
(Shresthova, 2014).

Redesigning Civic Education 21

Mobilizing for Change

Opportunities for youth to mobilize others have also expanded signifi-
cantly in the digital age. In the past, youth had chances to mobilize others
through involvement in community-based youth organizations that provide
opportunities for youth to organize and mobilize others to bring about change in
their communities and the broader society (Rogers, Mediratta, & Shah, 2012).
Today, without any institutional backing, both youth and adults can start a new
political group online, write and disseminate an online petition, or raise money
for a civic cause via a Kickstarter or other online campaigns. Youth can also
mobilize others by drawing on the affordances of social media platforms that
bypass the need for bureaucratic structures or organization (Bimber, 2003; Earl
& Schussman, 2007).

The accessibility and affordability of online petitions through platforms
like Change.org, for example, have resulted in an increase of online petitions,
a broader range of issues that are attended to, as well as a shift in who has the
power to initiate and control petitions (Earl & Kimport, 2009; Earl, Kimport,
Prieto, Rush, & Reynoso, 2010). For example, in 2011, 22-year-old Molly
Katchpole posted a petition to Change.org protesting Bank of America’s pro-
posed debit card fee of $5. When over 300,000 people signed the petition and
national media coverage turned its attention to the issue, Bank of America with-
drew their proposal (Mui, 2012). Our analysis of the Pew data revealed that
28% of 18–24-year-olds were contacted at least occasionally to take an active
role in civic or political issues on a social network site (Smith, 2013).

To help students learn about these strategies, students in Mr.
Montgomery’s civics class identified a social issue they wanted to inves-
tigate and then studied the root causes of gun violence in their community.
They then initiated a campaign to raise awareness and mobilize support for
providing youth with summer jobs in order to reduce violence. Students
worked in groups to create a class Twitter account, an Instagram account, and
a Facebook page which all drew attention to an online petition on Change.org
that included information and research on violence in the city and urged
people to write to Chicago’s Mayor to convince him to expand a summer jobs
program for youth. Students also gathered signatures; accumulated followers
on Twitter made up of peers, teachers, activists, and civic organizations
focused on violence prevention, as well as the Mayor’s news account; and
followed people and groups from the local teachers’ union, news outlets, and
various civic organizations that were working to prevent youth violence in the
city. Mr. Montgomery explained

It was empowering for them to see . . . the people who had gone online
to sign the petition because they weren’t all people that they knew. They
were starting to see the links between different people and the circles

22 Kahne et al.

that connect people. (A. L. Linton, personal communication, August 20,
2014)

While youth today are increasingly mobilized through networked online
spaces like Facebook or Twitter, at times, the credibility of the rationale for
action can be challenging to determine. And many online mobilization efforts
are disconnected from institutional and grassroots organizations or organizing
efforts, limiting their ability to build and sustain collective capacity (see Ganz,
2014). Thus, educators must not only teach youth how to gain support for a
cause through a petition or online fundraising effort, but must also help youth
learn to critically examine requests for their support and how to connect efforts,
where possible, to institutions and organizations that can help build and sustain
powerful coalitions.

PERENNIAL CHALLENGES FACING CIVIC EDUCATORS IN THE
DIGITAL AGE

Educating for core civic capacities, such as investigation, dialogue, circu-
lation, production, and mobilization is vitally important given the significance
of these skills to widespread and effective participation in democratic life.
At the same time, civic educators must also attend to the educational norms
and social contexts in which civic education is implemented if these practices
are to realize their democratic potential. In the closing section of this article,
we examine three challenges tied to the educational norms and social con-
texts that have long constrained the democratic potential of civic educator’s
efforts. While not new, these challenges take on new dimensions in the dig-
ital age. Specifically, we discuss the challenge of preparing youth to act in
ways that have impact, of ensuring equal access to high quality civic learn-
ing opportunities, and of attending to diversity thoughtfully. While far from
a comprehensive list, we hope they illustrate how the digital age is reshaping
perennial challenges that reformers pursuing civic education must confront.

The Challenge of Preparing Youth to Act for Impact

A strong democracy (Barber, 1984) requires that community members take
action to make society better—action, which includes, and goes beyond, peri-
odic voting to send representatives to elected office. To become such citizens,
youth need opportunities to engage in action themselves. But almost by defini-
tion, political action is controversial, and perhaps even more so when done by
young people under the auspices of schooling.

Redesigning Civic Education 23

In an effort to avoid controversy and not push any particular agenda, civic
educators interested in providing opportunities for youth to be active in the
community have often focused on service activities, such as tutoring, or volun-
teering, or fundraising for widely supported charitable causes (Walker, 2000;
Westheimer & Kahne, 2004). Such activities can be valuable, but these efforts
often steer clear of politics and avoid addressing structural or root causes of
problems. For example, youth who volunteer for a food bank often are not
asked to examine evidence and arguments regarding causes of and possible
ways to address hunger and poverty more systemically. As a result, they receive
an incomplete preparation for democratic engagement.

Of course, within the confines of a curricular unit, it will often be diffi-
cult for youth to take part in civic or political action that promotes systemic
change. Faced with this challenge, some civic educators who want to address
systemic issues focus on helping youth to deepen their understanding and to
“act” by analyzing and sharing what they learn. Youth can, for example, col-
lect data from members of their communities, carefully analyze community
issues, present findings to authentic audiences, and interact with community
leaders. Such opportunities can help youth develop needed civic skills and, by
providing opportunities for voice, foster a related sense of agency.

In fact, the affordances of digital media—especially the degree to which
these media can facilitate political expression—may well provide educators
with new opportunities to foster youth voice, both in school and out. For exam-
ple, youth can develop websites or public service announcements and share
what they learned via YouTube or other social media. Curriculum that sup-
ports such engagement may help counter a narrow focus on uncontroversial
charitable activities, allowing young people to learn about and practice voicing
positions related to a wider range of political issues and interests. Of course,
challenges and risks are associated with these activities as well. For exam-
ple, discussion over social network platforms often cannot be moderated in the
way that a classroom discussion can be and acts of participatory politics can
lead to engagement with those who are not part of the school. Moreover, such
activities often leave a permanent public record, making an unanticipated prob-
lematic exchange even more problematic. Teachers who engage youth with the
production and circulation of potentially controversial topics must therefore
carefully consider how to structure such activities.

Our point is not that teachers should avoid these activities. Teachers have
long found ways to productively discuss controversial content (Hess, 2009).
Moreover, the benefits of such curriculum can be substantial. Voice—which
Couldry (2010) defined as the capacity of people to “give an account of
themselves and of their place in the world” (p. 1)—has political significance,
especially for many youth whose voices, experiences, and perspectives are
often marginal in mainstream dialogues. In addition, a significant value of dig-
ital media and participatory politics may be the avenues they provide for young

24 Kahne et al.

people to cultivate and extend their voice beyond the classroom and school into
the community and broader culture (LeSure & Cohen, 2015).

To say that promoting youth voice is important, however, is not to say that
it is sufficient. The impact of participatory politics will be constrained if scant
attention is paid to linking participatory and institutional engagement or to
levers of influence more generally (Zuckerman, 2013). For example, a number
of scholars (Levine, in press; Sifry, 2014) have detailed ways that individuals’
and non-institutionalized groups’ efforts to achieve greater voice by leverag-
ing the power of the digital media often fail to prompt institutional change.
Expressing caution, Milner (2010) wrote, “[youth who] turn their backs on
[institutional] politics in favor of individual expression will continue to find
their priorities at the top of society’s wish list–and at the bottom of the ‘to do’
list” (p. 5).

In response to Milner’s concern, one might note that a wide range of
significant change efforts ranging from #BlackLivesMatter, to the DREAMer
movement, to the protests against SOPA, to the push for marriage equality
have employed digital media in ways that changed public attitudes and that
these changes have enabled new legislation. Still, the concern remains. Watkins
(2014) noted, for example, that when it comes to digital media, youth are often
“power users” (frequent users), but they are not necessarily “powerful users”
(influential users). In order for youth to realize the full potential of participatory
politics, they will frequently need to both understand and connect their efforts
to institutional politics. Helping youth identify ways to build bridges from
voice to influence is vitally important.

The Challenge of Providing Equal Access to Civic Learning
Opportunities

If all youth are to be prepared for life in a democracy, civic educators,
schools, and civic programs for youth must also work to ensure the equitable
distribution of learning opportunities. Unfortunately, data indicate that class-
rooms with students whose parents are of relatively high socio-economic status
(SES), who are White, and who are academically more successful are far more
likely than others to experience civic learning opportunities, such as chances
to debate issues, engage in simulations, and perform community service. This
causes both a civic opportunity gap (Kahne & Middaugh, 2008) and a civic
achievement gap (Levinson, 2012).

If civic education in the digital age is to avoid reproducing this civic oppor-
tunity gap in new, digital forms, educators must confront the digital divide.
Indeed, despite the expansion of Title I funding to increase technological
resources, many schools, and in particular ones in low SES areas, do not have
the infrastructure or technical and instructional support to maintain, update, and
fully integrate robust technology into instruction (Hohlfield, Ritzhaupt, Barron,

Redesigning Civic Education 25

& Kemker, 2008). Moreover, Warschauer and Matuchniak (2010) found that
“the most important technology discrepancies in U.S. schools are not whether
computers and the Internet are used, but for what purpose” (pp. 197–198). High
income youth are significantly more likely to use educational technology to
prepare written text or media presentations, for example, whereas low income
youth are more likely to use educational technology to learn or practice basic
skills (Gray, Thomas, & Lewis, 2010). In short, one manifestation of the digital
divide is the digital civic opportunity gap.

On the positive side, the digital landscape has expanded supports by pro-
viding interest driven, participatory learning opportunities—also known as
connected learning—to ever more young people both in-school and out, as
well as online (Ito et al., 2013). Young people now have innumerable opportu-
nities with digital and social media to share, create, make, do, and expand their
engagement in collective and self-guided learning while pursuing knowledge
and expertise around something they care deeply about. Such practices appear
to promote a kind of digital social capital by developing the skills, exposure
to group norms, and social networks that, in turn, facilitate civic and political
engagement (Jenkins et al., 2009; Kahne et al., 2013).

At the same time, a digital civic opportunity gap may also persist in infor-
mal learning environments, even those that support access to and engagement
with technology. Providing equitable access to informal learning opportuni-
ties has proved challenging. Those with more interest in civic and political
issues or those who are drawn to participatory cultures are far more likely to
choose to engage in these activities and this is likely to exacerbate inequal-
ity. Similarly, those from families of higher SES are also more likely to be
able to take advantage of these opportunities (Putnam, Frederick, & Snellman,
2012).

In short, the redesign of civic education must push back against current
distributional norms and structures and provide equitable distribution of rich
learning opportunities. In order to reach all youth equitably, opportunities for
youth to learn to produce and circulate political commentary or consider varied
viewpoints on issues cannot be relegated to informal learning arenas only, or
offered only as optional courses for the interested, or required only of those
who are doing well academically. These learning opportunities must be inte-
grated into core coursework that all students receive (National Council for
the Social Studies, 2013). Districts and schools can make the development of
core digital capacities and engagement in particular civically oriented digital
projects a universal requirement, for example.

Finally, in order to make equal access a reality, it is key to provide edu-
cators in informal and formal learning environments with time and support to
explore, collaborate, and build their capacities in this area so that they can
create relevant, engaging, and dynamic student learning opportunities. This
requires educators to shift from merely focusing on the features of techno-
logical tools to prioritizing the process of student thinking and learning (Neiss,

26 Kahne et al.

2011) and the social practices of communicating, connecting, and collaborat-
ing (Beach, Anson, Kastman, Breuch, & Reynolds, 2014) with digital tools.
In order to move beyond technology being used simply as an add-on to a print
based curriculum or only being used in bracketed moments in the year like
completing an assessment, typing a paper, or developing an end of year project,
educators can “gradually move toward modifying and redefining instruction”
in the digital age (Beach et al., 2014, p. xi).

The Challenge of Effectively Attending to Diversity

Providing more equal access and distribution of learning opportunities
alone will not be enough to overcome longstanding and multidimensional
equity issues, which are often inflected along lines of race, class, and gen-
der. The pursuit of political equality, what Verba (2003) described as “one
of the bedrock principles in a democracy” (p. 663), requires attention to
the ways contexts, culture, power, privilege, and other factors differ across
groups and how this variation can in turn shape everything from political
influence, to assessments of what’s fair, to desirable norms of interaction.
Traditionally, most discussions of civic education ideals and best practices have
noted the importance of attending to student interests and to community prob-
lems that students view as significant. Such discussions have also highlighted
the importance of providing youth with opportunities for agency (often framed
in terms of empowerment). Design priorities for civic education, however, have
been relatively inattentive to the significance of young people’s identities and
social contexts. For example, civic education efforts have often not consid-
ered why various groups of youth may have widely differing assessments of
the legitimacy of the current system of government, of the ways laws are
enforced, and even of whether or not to think of the United States as a democ-
racy (Bedolla, 2005; Middaugh & Kahne, 2008; Sanchez-Jankowski, 2002).
Similarly, they have generally not highlighted the importance of understand-
ing how knowledge is constructed—how cultural assumptions and biases may
shape understandings and interpretations of civic issues (see Banks, 2001).

Therefore, while recognizing that all youth must learn skills and develop
capacities tied to investigation, dialogue and feedback, circulation, production,
and mobilization, a generic approach to such curriculum—one that avoids con-
sideration of diversity and equity—will often be inadequate. Youth are not a
homogenous group. Their priorities for civic and political engagement and the
factors that shape them are quantitatively and qualitatively different (LeSure &
Cohen, 2015). Curriculum that ignores the differentiated experiences of young
people and the impact of inequality, for example, will lead many youth who
identify with groups that have been historically excluded from civic and polit-
ical life to experience alienation rather than to develop the civic commitments
and capacities that would enable them to participate equally and effectively
in civic and political spheres. Likewise, curriculum that does not recognize

Redesigning Civic Education 27

inequality, power, and privilege may lead some more privileged youth to be
unaware of the ways in which such dynamics create and maintain not only
alienation from civic and political life but also social inequities.

Determining the curricular implications of these concerns has always been
challenging for civic educators (Banks, 2008; Parker, 1997), and participation
in the digital age raises additional issues. As illustrated earlier in the article,
those committed to equitable civic and political engagement in the digital age
must confront problems associated with the varied forms of hate speech that
frequently surface online. Moreover, blind spots and structural inequities may
lead privileged youth to enact “saviorism” (see Soep, 2014) and fail to recog-
nize privilege as it occurs in on- and offline contexts. For example, in an effort
to draw attention to and create a unified response to the tragic killing of a Black
teen, Trayvon Martin, some White people posted photos of themselves wear-
ing hoodies declaring “I am Trayvon Martin” (Liu, 2013; Soep, 2014). As Lui
(2013) explained:

That was a well-meaning and earnest attempt to express empathy, but it
also obscured the core issue, which is that Martin died not because he
was wearing a hoodie but because he was wearing a hoodie while black.
Blackness was the fatal variable. (p. 1)

In short, in the digital age, as before, youth must learn to carefully analyze
issues, understand the social context, and reflect on their own positionality.

CONCLUSION

We are not proposing that educators reject or replace long established
visions of civic education (Gibson & Levine, 2003). Exploring and discussing
controversial issues in classrooms, learning about the structure and function of
government, and identifying ways to engage in institutional politics, for exam-
ple, are still vitally important. That said, the prevalence and continuing growth
of youth engagement in participatory politics, the degree to which diverse
groups of youth are taking advantage of these opportunities, the challenges and
risks associated with these practices, and, most fundamentally, the potential of
participatory politics to help youth advance their own civic and political prior-
ities requires that civic educators reshape and expand their agenda. Similarly,
attending to diversity, providing all youth with equitable civic learning oppor-
tunities, and preparing youth to address the root causes of problems must
continue to be central concerns of democratic educators.

The challenge of meeting these priorities takes on new dimensions in the
digital age, however, prior visions of best practice are insufficient. By attending
to ways that the expansion of participatory politics is altering political practice,
civic educators can better respond to the democratic purposes of schooling.

28 Kahne et al.

These efforts will enable more youth to see and seize available opportunities for
civic and political engagement that are empowering, equitable, and impactful.

ACKNOWLEDGMENTS

We would like to acknowledge the significant contributions of those
engaged with the MacArthur Research Network on YPP, and, in particular,
the EPP team members (Young Whan Choi, Chris Evans, Liana Gamber-
Thompson, Carrie James, Allen Linton II, Ellen Middaugh, Gabriel Peters-
Lazaro, Margaret Rundle, Sangita Shresthova, and Rebecca Ward), as well as
Diana Hess, John Rogers, Joel Westheimer, Walter Parker, Jane Lo, and Peter
Levine made in helping us conceptualize our framework and collect data on
examples of related practices.

FUNDING

We wish to thank the John D. and Catherine T. MacArthur Foundation, the
S. D. Bechtel Jr. Foundation, and the Hive Fund for Connected Learning at the
Chicago Community Trust for their generous support in funding these efforts
to re-envision civic education in the digital age.

NOTES

1Consistent with the United Nations, we define youth as those between
15 and 24. Due to the size of this age range, we note the ages of those whose
responses are reflected in the particular findings (retrieved from http://www.un.
org/esa/socdev/documents/youth/fact-sheets/youth-definition ).

2Because of the oversamples of racial and ethnic minority groups, as well
as other departures from equal probability of selection, all statistical analyses
reported in this paper have been weighted to be representative of the national
population.

3The Pew survey did not use the term participatory politics, but we ana-
lyzed responses to questions about forms of activity that are fully consistent
with our definition of participatory politics. We give two examples of such
activities in this paragraph.

4The 2013 YPP Survey included five questions that measure online
participatory politics. The question wording for these items is included in the

Appendix

. These items have been found to form a reliable scale (Cronbach’s
alpha = .865). For details on this and other measures in the survey, see Bowyer
and Kahne (in press)

5All educators’ names have been changed to protect confidentiality.

Redesigning Civic Education 29

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http://dx.doi.org/10.1207/\gdef yes{no}\penalty \z@ \gdef \ {\penalty \z@ }\gdef no{no}\gdef yes{yes}\gdef \ \gdef \ {\ }\gdef no{no}\gdef yes{yes}{\penalty \z@ \gdef \ {\penalty \z@ }\gdef no{no}\gdef yes{yes}}S1532480XADS0604\gdef yes{no}_\gdef \ {_}\gdef no{no}\gdef yes{yes}\gdef \ \gdef \ {\ }\gdef no{no}\gdef yes{yes}{_\gdef \ {_}\gdef no{no}\gdef yes{yes}}11

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ABOUT THE AUTHORS

JOSEPH KAHNE is a Professor of Education at Mills College, Oakland, CA
94613, and Chair of the MacArthur Foundation Research Network on Youth
and Participatory Politics. He can be contacted at jkahne@mills.edu.

ERICA HODGIN is Associate Director of the Civic Engagement Research
Group at Mills College, Oakland, CA 94613, and the Research Director
of the Educating for Participatory Politics project. She can be contacted at
ehodgin@mills.edu.

Redesigning Civic Education 35

ELYSE EIDMAN-AADAHL is Executive Director of the National Writing
Project, Berkeley, CA 94720, a network of literacy-focused professional
learning communities and research centers. She can be contacted at
elyseea@nwp.org.

APPENDIX

Question wording for the measures of online participatory politics included in
the 2013 YPP Survey (Cronbach’s alpha = 0.865):

● Starting or joining a political group on a social network site (like
MySpace or Facebook)

● Forwarded, re-tweeted or posted someone else’s article, blog, picture or
video about a political campaign, candidate or issue

● Created and circulated your own article, blog, picture or video about a
political campaign, candidate or issue to an online site

● Commented online or tweeted about an article, blog, picture or video
you saw about a political campaign, candidate or issue

● Posted a status update or sent an email, Tweet or instant message about
a political campaign, candidate or issue

ABSTRACT

WHAT ARE PARTICIPATORY POLITICS?

THE CASE FOR ATTENDING TO PARTICIPATORY POLITICS

RESEARCH METHODS
THE EXPANSION OF PARTICIPATORY POLITICS

CAN PARTICIPATORY POLITICS PROMOTE POLITICAL EQUALITY?
PARTICIPATORY POLITICS ARE PARTICULARLY RELEVANT TO AND FOR YOUTH
EXPANDING THE AGENDA FOR CIVIC EDUCATION IN THE DIGITAL AGE

Investigation and Research
Dialogue and Feedback
Production and Circulation
Mobilizing for Change

PERENNIAL CHALLENGES FACING CIVIC EDUCATORS IN THE DIGITAL AGE

The Challenge of Preparing Youth to Act for Impact
The Challenge of Providing Equal Access to Civic Learning Opportunities
The Challenge of Effectively Attending to Diversity
CONCLUSION
ACKNOWLEDGMENTS
FUNDING
REFERENCES
Appendix

Youth Interviews
For this assignment, you will (1) interview one or two youth about their civic education
experiences in the digital age. The goal of this interview is to explore what your interviewees
learned in high school about leveraging the power of digital media to promote their civic and
political engagement. Please look through the document titled, “Interviewing Guidelines,” for
instructions on developing interview questions and conducting interviews.

Then, you will (2) submit the interview questions and a one-page reflection about the interview.
Due Week 4, Friday at 12:00 PM (Noon) (PT).

First: You will conduct an interview with one or two youth.
Develop an interview protocol with at least five interview questions.
These interview questions will focus on the following:
your interviewees’ general civic education experiences, and
their civic education experiences involving digital media.
We will provide you with two interview questions (see “Interviewing Guidelines”). You must
develop at least three interview questions on your own using this week’s readings and lectures.
Once your interview questions are ready, begin interviewing.
Interview one or two youth about their high school civic education. You may interview a high
school or college student (but ask about their high school experiences).
During the interview, take notes.
Jot down your interviewee’s responses (not verbatim, quick notes). It will help you write the
reflection.
After the interview, reflect.
After the interview, you will complete a one-page reflection for submission.
Second: Submit reflection and interview questions.
You will submit two items: your interview questions and a reflection. Please add the interview
questions at the end of your reflection.

The one-page reflection should be on the following:
To what extent did your interviewees’ high school experiences prepare them to do one or more
of the four kinds of online political activities described in the readings. If you were making a
suggestion to educators at these individuals’ schools, what might you tell them?

Submission Guidelines
One-page reflection;
12-point font;
Double spaced;
Submit as a PDF file;
Due Week 4 Friday at Noon.

Interviewing Guidelines
Please look through these guidelines for developing and conducting interviews.

Beginning the Interview
Start the interview with general questions. Begin by asking the interviewees to describe their
high school, what it was like, its size, what communities it served, and other information that you
think might provide context for the interviewees’ responses. For example, you might ask if it was
a politically homogeneous or heterogeneous community in terms of whether most students
supported similar political candidates and had the similar positions on particular issues. Once
you think some context has been established, ask the interviewees general questions about
their civic education in high school.

Middle of the Interview
At this point, you should be asking them about the use of digital media in their high school civic
education.

Ending the Interview
To end the interview, ask your interviewees what they would have liked to see in their civic
education; or, if they have any suggestions on how it could have been improved or made more
meaningful.

Sample Questions
You may use only two of these questions and come up with at least three of your own interview
questions that are informed by readings and lectures. Please note: the bulleted questions are to
be used for probing. In interviews, it is good begin with open questions, giving the interviewees
liberty to respond as they see fit. If their response does not answer your question, then ask the
question in a different manner, or probe. Probing questions are follow-up questions that you
may have about the interviewees’ responses, such as: why and how questions, asking them to
explain or describe, etc. In the sample questions below, I added some probing questions in case
the interviewees’ responses are vague or brief.

Interview Question Sample #1
Did you take a civics course in high school? Tell me about some of the activities that you
participated in that reflect your civic education. If their answer is brief, you might probe by asking
questions such as:

Were you required to complete a service learning project in your community that was tied to
what you were learning in your civics course? Tell me about it.
Please tell me about any other activities that supported your civic and political engagement in
and out of school.
What are some activities that you think you would have benefited from if practiced in school?
Did any of these experiences impact your interest in or knowledge regarding civic or political
engagement? If so, how?
Interview Question Sample #2
In your civic education course or any other courses, were you encouraged to use digital media
to learn about current events, political issues, etc.? Explain.

Were you encouraged to investigate issues that matter to you?
Interview Question Sample #3

Please tell me about how educators can improve civic education of youth in this digital age.

Creating Your Own Questions
When creating your own questions, please consider the readings and lectures. For example,
Kahne, Hodgin, and Eidman-Aadahl (2016) note four kinds of participation that support civic and
political engagement: (1) research and judging credibility, (2) mobilizing people and discussing
issues, (3) volunteer or act politically, and (4) create and share political content. That article also
identifies several challenges that youth must deal with when engaging civically and politically
online. Think about how you can ask your interviewee questions to understand (1) if they feel
their education helped them learn how to deal with two or three of these challenges and (2) if
they engage civically and politically online in the kinds of ways described in the article.

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