Contents (final) Foreword Gloria Ladson-Billings ?xi Preface ?xv Introduction ?1 1. ?Changing the Narrative of School ?5 The Script in Place ?5 What Archeem Taught Me About Teaching ?7 2. ?No Child Left Thinking ?11 Teaching Questioning-Essential for Schools in Democratic Societies ?12 The Attack on Critical Thinking ?14 Not Just Race, Any Contested Material ?16 3. ?No Teacher Left Teaching ?21 Standardization: A Solution in Search of a Problem ?22 Teacher Education in the Age of Standards and Accountability ?26 De-Professionalization and the New Hypocrisy ?27 4. ?How Did This Happen? ?31 What Gets Tested Gets Taught ?32 The Test Scores That Ate Humanity ?34 Reclaiming the Profession: Teacher Professionalism and Democratic Thinking ?36 5. ?What Kind of Citizen? ?40 Three Kinds of Citizens ?42 An Interlude for Reflection ?46 The Many Faces of "Good" Citizenship ?47 6. ?Personally Responsible Citizens ?50 Why Personal Responsibility Is Not Enough ?50 Are Evaluations Asking the Wrong Questions? ?53 7. ?Participatory and Social Justice-Oriented Citizens ?57 Participatory Citizens: The Madison County Youth Service League ?59 Justice-Oriented Citizens: Bayside Students for Justice ?64 The Importance of Recognizing Different Conceptions of Citizenship ?71 The Influence of Community Context ?74 Pursuing Dual Goals ?75 8. ?Thinking, Engaged Citizens ?76 Connecting Learning to Social and Civic Goals ?77 Scaling Up: Regional and National Programs ?86 Scaling Down: Thinking About a Thinking Curriculum ?87 Engaging with the Community ?91 9. ?Six Myths About Education ?93 Myth 1. National Standards Ensure Quality Education ?93 Myth 2. Dissent Should Be Medicated ?94 Myth 3. The Only Way to Teach Democratic Thinking Is to Make the Entire School Democratic ?96 Myth 4. When It Comes to Community-Based Experiences, Knowledge Must Always Precede Action (You Have to Know Stuff Before You Do Stuff) ?99 Myth 5. Teachers Who Care About Whether Students Can Think for Themselves Don't Care About Facts or Basic Skills ?100 Myth 6. Community-Based Experiences Must Be Successful ?101 10. ?What Kind of School? ?105 Acknowledgments ?113 Notes ?117 Index ?131 About the Author ?139
As democracy faces increasing struggles around the globe, there has never been a more important time to talk about civic education and the core democratic purposes of schooling. What Kind of Citizen? asks readers to imagine the society they would like to live in and then shows how schools can make that vision a reality. This updated edition responds to the many challenges that have occurred since this book was first published, such as a global pandemic, social justice protests, a rise in autocratic leaders, anti-woke laws, and more. Westheimer brings his now-classic text up to date with groundbreaking analyses of current policies, including those in Florida, Texas, and Arizona; standardized testing; prohibitions on teaching about race and racism; plus a new section on teacher education. There are many ways to teach children and young adults to engage critically with their world, but instead teachers are forced to test-prep for a narrow set of academic subjects. This book shows readers how schools can get back on track by creating more engaging, more democratic learning. Book Features: A comprehensive look at why schools should be at the forefront of public engagement and how we can make that happen. A framework that has been used in 67 countries to help teachers and school reformers structure educational programs that strengthen democratic societies. Research-based guidance for aligning school goals with what parents, children, and teachers actually care about. Accessible and engaging discussions gleaned through consultations with thousands of school teachers and civic leaders. Empirical research from one of the most influential frameworks for citizenship and democratic education, "Three Kinds of Citizens," which emerged from a collaboration between the author and Dr. Joseph Kahne.
Joel Westheimer is professor of the social foundations of education, former university research chair in democracy and education at the University of Ottawa, and the education columnist for CBC Radio's Ottawa Morning show. He is the editor of Pledging Allegiance: The Politics of Patriotism in America's Schools.