TY - JOUR
T1 - A Theory of Change for Scaling Critical Civic Inquiry
AU - Kirshner, Ben
AU - Zion, Shelley
AU - Lopez, Solicia
AU - Hipolito-Delgado, Carlos
N1 - Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2021
Y1 - 2021
N2 - Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this literature has not grappled sufficiently with issues of power that come to the fore when the innovation, such as student activism, challenges dominant systems and practices. We draw on theories of antiracist education and community organizing to propose a theory of change for scaling and sustaining justice-centered civic learning. We situate this argument in examples from a research-practice partnership that has sought to scale a district-sponsored program that works with teachers and students to raise awareness about injustices and to catalyze student engagement in action research and policy change.
AB - Case studies of single classrooms and schools have shown promising evidence of learning outcomes associated with action civics and student voice. These findings justify efforts to expand and sustain such opportunities, to ensure greater access for students, and to create a positive feedback loop between youth activism and equity-centered systems change. Although the literature on educational innovation and scaling offers some guidance, this literature has not grappled sufficiently with issues of power that come to the fore when the innovation, such as student activism, challenges dominant systems and practices. We draw on theories of antiracist education and community organizing to propose a theory of change for scaling and sustaining justice-centered civic learning. We situate this argument in examples from a research-practice partnership that has sought to scale a district-sponsored program that works with teachers and students to raise awareness about injustices and to catalyze student engagement in action research and policy change.
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U2 - 10.1080/0161956X.2021.1942708
DO - 10.1080/0161956X.2021.1942708
M3 - Article
AN - SCOPUS:85111469432
SN - 0161-956X
VL - 96
SP - 294
EP - 306
JO - Peabody Journal of Education
JF - Peabody Journal of Education
IS - 3
ER -