Research on Deliberative Learning and Citizenship Education

Recently, national education groups have begun calling for renewed attention to civic or citizenship education within the curriculum. Research on the state of civic or citizenship education suggests that American students-as a whole-demonstrate some troubling weaknesses in the cognitive and behavioral dimensions of civic learning, as well as a general lack of interest in formal politics. Additionally, research suggests that disadvantaged students may be at a greater risk of poor or negative experiences in citizenship, due to a range of factors, including the narrowing of curriculum that has occurred since the onset of the NCLB legislation.

The Association for Supervision and Curriculum Development (ASCD), for example, has begin to advocate for educational practices that build students' academic skills and ensure that "each student is actively engaged in learning and is connected to the school and broader community." The National Council for the Social Studies promotes the "integrated study of the social sciences and humanities to promote civic competence." Other groups have identified promising approaches to civic learning, aimed at increasing "young people's informed engagement with political institutions and issues" (Civic Mission of Schools Report, 2003). Among these promising approaches is the use of deliberation in the classroom, as a strategy for integrating current events and public issues in the core curriculum.