Transforming pedagogy and deconstructing democracy in the middle years of schooling: an ongoing conversation

Abstract

Civics and citizenship education play a significant role in preparing students for active participation in modern democracies. Students in the middle years of schooling, however, do not necessarily appreciate this significance. Consequently, teachers face a challenge as they work with parents to guide young adolescents through the uneasy transition from childhood to adulthood. Of particular interest to middle school teachers are the pedagogies that make civics and citizenship education relevant and meaningful to young people. This article focuses on a transformative pedagogy. After reviewing the needs and characteristics of young adolescents and recent trends in civics and citizenship education, it examines the literature outlining appropriate middle school pedagogies. A number of issues are raised about the implications for school reform if teachers use an active, experimental pedagogy in their approach to civics and citizenship education. Reference is made to recent research that involves conversations with teachers about the epistemological foundations of their practices. The article concludes by arguing that further research is needed on the conversations between teachers and students where the very meaning of 'democracy' is progressively constructed and de-constructed.