Practicing Critical Democracy: A Perspective from Students

Abstract

Through the experiences and voices of three high school students, this paper contributes to the conversation about utilizing a critical framework for civics education. Findings reveal that the traditional approach to civics education offers a strong content base, but fails to prepare students to expand notions about “good” citizens who are active participants in the democratic process. A critical approach that values civic participation through deliberation better prepares students to find multiple ways to participate in local, national, and global contexts.