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Citizenship Across the Curriculum

Edited by Michael B. Smith, Rebecca S. Nowacek, and Jeffrey L. Bernstein. Foreword by Pat Hutchings and Mary Taylor Huber

Publication Year: 2010

Citizenship Across the Curriculum advocates the teaching of civic engagement at the college level, in a wide range of disciplines and courses. Using "writing across the curriculum" programs as a model, the contributors propose a similar approach to civic education. In case studies drawn from political science and history as well as mathematics, the natural sciences, rhetoric, and communication studies, the contributors provide models for incorporating civic learning and evaluating pedagogical effectiveness. By encouraging faculty to gather evidence and reflect on their teaching practice and their students' learning, this volume contributes to the growing field of the scholarship of teaching and learning.

Published by: Indiana University Press

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Foreword: Civic Learning: Intersections and Interactions

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pp. ix-xiii

Educating citizens is one of the oldest aims of liberal learning in the Western tradition, but it has not always coexisted peaceably or on a par with other goals that higher education also serves. Now, after a longish lull, ‘‘citizenship’’ is back on the agenda, and a large and diverse group of educators have signed on. Citizenship Across the Curriculum provides a unique window into this recent resurgence of interest in preparing students for civic and political engagement ...

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Acknowledgments

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pp. xv-xvii

Editing a book such as this one is no easy task; it does not just happen, but instead evolves over time and through many relationships. The end of this project gives us the opportunity to reflect on how this book came about, and to express gratitude to so many for helping to make it possible. ...

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Introduction: Ending the Solitude of Citizenship Education

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pp. 1-12

In his classic article ‘‘Teaching as Community Property: Putting an End to Pedagogical Solitude,’’ Lee Shulman (1993) decries the loneliness of teaching in the academy. In our more traditional scholarly pursuits, Shulman notes, scholarly communities form around interesting questions and the search for answers. In Randy Bass’s (1999) provocative formulation, research ‘‘problems’’ become invitations to talk and collaborate as we attempt to build knowledge within a field. ...

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1 Citizenship-Oriented Approaches to the American Government Course

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pp. 13-35

The class was in the middle of the first day of its affirmative action simulation and students had gathered in different corners of the room based on their attitudes toward the issue. Johanna was the only student in the back left corner, the designated meeting place for students who ‘‘absolutely, completely opposed affirmative action.’’ Later, as students discussed the issue with their classmates, Johanna (who is white) found herself sitting with four students, three African American and one white, who ...

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2 De-Stabilizing Culture and Citizenship: Crafting a Critical Intercultural Engagement for University Students in a Diversity Course

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pp. 36-53

One afternoon in a diversity/intercultural communication course . . . ‘‘Dr. Halualani, excuse me, can I bother you for a moment?’’ Lita∞, a Filipina business major, tapped me on my shoulder as I reached for my books. The first day of my COMM 174: Intercultural Communication class (a required general education diversity course) had just concluded. I was packing up my books when Lita approached me. ‘‘Of course,’’ I replied, ‘‘Do you have a question for me?’’ ...

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3 Fostering Self-Authorship for Citizenship: Telling Metaphors in Dialogue

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pp. 54-72

... This excerpt from a student’s closing portfolio essay in a communication course called ‘‘Civil Discourse as Learning Interaction’’ startled me when I first read it and continues to echo in my mind. Could it really be true that this young man, at age twenty-two, had reached his final quarter of college and had for the ‘‘first time’’ thought he was ‘‘part of something bigger’’? I hear a sense of real satisfaction in his words, a sense of pride that finally he felt some connection to others, but I continue to be distressed in hearing that it was the ‘‘first time’’ he had made ...

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4 We Are All Citizens of Auschwitz: Intimate Engagement and the Teaching of the Shoah

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pp. 73-90

What does it mean to be an engaged citizen? I can’t imagine a more pertinent question in a class on the Shoah.1 As my colleague from history, Ron Weisberger, often reminds our students in the interdisciplinary course that he and I teach on the subject, the Nazis came to power as a distinct minority (with 30 percent of the vote), able to manipulate a divided and somewhat indifferent electorate. How might history have turned out differently if German citizens had been more attuned to the dangers of the National Socialist party? How different might the

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5 Understanding Citizenship as Vocation in a Multidisciplinary Senior Capstone

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pp. 91-109

The Full-Circle Seminar—a multidisciplinary senior capstone offered through the Honors Program at Marquette University—is, as the last student reflection rightly points out, just a class. But it is a class unlike any other I have taught or taken. It is a class that is meant, according to the Honors Program’s director, to be multidisciplinary and integrative and to give students an opportunity to reflect on how their educations help them to make sense of the world. It is a class that ...

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6 Educating for Scientific Knowledge, Awakening to a Citizen’s Responsibility

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pp. 110-131

In late May and early June 2007, there was a flurry of news stories about an airplane passenger who flew on two trans-Atlantic flights while infected with an extremely drug-resistant form of tuberculosis. It was ironic that one American infected with tuberculosis generated this much public attention: the global scourge of tuberculosis had until recently been overlooked, much like the number of annual deaths from another infectious disease, malaria. While there ...

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7 Enumeration, Evidence, and Emancipation

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pp. 132-146

Today’s students, tomorrow’s citizens, will have to make decisions, as citizens, about a collection of important issues that face us in the world today—issues such as global warming, energy policy, world population, as well as many social issues. Although the issues themselves are not inherently political, successful resolution of them will require political decisions. When our students think about political questions such as these, if indeed they think about them at all, ...

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8 Science, Technology, and Understanding: Teaching the Teachers of Citizens of the Future

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pp. 147-164

In late 2006, Southeast Queensland, where I live, was in the grip of a drought, with severe water restrictions that were on the verge of becoming more severe. Brisbane had Level Three water restrictions: gardens could only be watered with a bucket and cars couldn’t be washed with a hose. Prisoners in the city’s jails had the length of their showers reduced. A city 100 km or so further inland, ...

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9 Local Environmental History and the Journey to Ecological Citizenship

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pp. 165-184

The problem of living in a place without understanding or even knowing the first thing about its natural and human history is not unique to college students, though they are usually among the most transient inhabitants of the towns and cities, of the watersheds and bioregions that host them. One can be a good citizen in many ways without comprehending the complex local historical and ecological forces that shape everyday life. But without at least contemplating those ...

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10 Across: The Heterogeneity of Civic Education

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pp. 185-198

The Fourteenth Amendment of the U.S. Constitution famously declares ‘‘all persons born or naturalized in the United States’’ to be citizens whose ‘‘privileges and immunities’’ cannot be abridged. For those of us who share the robust view of civic engagement that runs through Citizenship Across the Curriculum, however, the Constitution may be wrong. To be sure, it is fundamental to democratic societies that women and men are born into the privileges and immunities of citizenship. ...

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11 Academic and Civic Engagement

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pp. 199-210

There are at least two perspectives from which one can view the preceding collection of essays. As the volume’s title suggests, the contributing chapters all deal with some form of ‘‘citizenship’’ and the ways in which citizenship can be incorporated into the academic curriculum as a legitimate teaching–learning objective. But they are all at least as intensively focused on the teaching–learning ...

List of Contributors

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pp. 211-213

Index

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pp. 215-219


E-ISBN-13: 9780253004277
E-ISBN-10: 0253004276
Print-ISBN-13: 9780253354488

Page Count: 240
Illustrations: 1 b&w illus
Publication Year: 2010

Series Title: Scholarship of Teaching and Learning