ChapterPDF Available

How to Prepare Teachers to Teach Civic Engagement? Insights from a German University.



Schools and teachers are essential agents of political socialization, even in longstanding developed democracies. A teacher's task is to transfer factual knowledge and nurture support for fundamental political values and interest upon which a democratic classroom relies. To create a democratic classroom, teachers need to be politically interested, knowledgeable, and supportive of fundamental political values. This chapter focuses on the importance of strengthening pre-service teachers' political knowledge, political interest, and support for fundamental political values while studying at universities. Our analysis shows that pre-service teachers differ in their political knowledge and political interest levels depending on their subjects. Furthermore, we show that some support authoritarian government modes and neglect general political values such as gender equality and free elections. For civic education, this result is highly problematic. Our results indicate the need for broader civic education at universities for future teachers.
A preview of the PDF is not available
ResearchGate has not been able to resolve any citations for this publication.
Full-text available
There is a growing need for increased civic engagement in developing countries. We argue that civic education has not met this need in Nigeria because it is uncritical, but it can be reformed through critical consciousness theory emphasizing knowledge and critical thinking. However, for civic education reforms, we need to understand the relationship between sociodemographic factors and civic engagement. Therefore, we investigated the influence of six sociodemographic factors (gender, location, age, income, education, and ethnicity) on two civic engagement constructs-environmental civility and community volunteering-using the responses of 372 respondents on the Civic Engagement Scale. Results revealed that community volunteerism is mainly influenced by age, gender, and location, while environmental civility is mainly influenced by location and education, and there is a generally low level of civic engagement. The implications of these findings for a critical civic education aimed at increasing critical consciousness and civic action are discussed.
This article explores the development of service-learning from a critical race feminist perspective. Critical race feminism seeks to understand how society organizes itself along intersections of race, gender, class, and other forms of social hierarchies. It utilizes counter-storytelling as methodology and legitimizes the voices of women of colour in speaking about social oppression. Though counter-storytelling, women of colour students, non-academic staff, faculty, and non-university community members relayed their experiences at The University of British Columbia, Vancouver, Canada, which formed the basis for a transformative vision of service-learning engagement. This vision calls for institutional accountability, requiring a critical examination and transformation of hegemonic structures and practices from within before any genuine, respectful, and mutually beneficial relationships with communities of colour can be developed. Such partnerships would enable the university to create outstanding partnerships to address and solve local, national, and global injustices.