Troubling “active”: Elementary teacher candidates’ framing of active vs. passive citizenship

Abstract

ABSTRACT This instrumental case study examines how elementary teacher candidates (TCs) came to understand citizenship and civic engagement after participating in a news group project during the 2020 presidential election season. TCs formed a binary understanding of civic engagement as “passive” vs. “active,” viewing themselves as active citizens as they became more informed on policy issues, participating in dialogue with those who had opposing views, and using their vote to “help” others. However, their thinking remained rooted in an individual, intellectual space rather than one that calls for collective action. By troubling this active and passive binary, we recognize the work still needed to expand TCs’ understandings and knowledge of citizenship. We urge social studies teacher educators to center critical forms of citizenship that emphasize collective action needed to help dismantle systemic oppression for a more equitable and just society.