This special issue features frontiers of scholarship in the political, social, and behavioral sciences that are advancing civic education. The volume begins with an analysis of recent efforts to create a shared agenda for civic learning against a backdrop of politicization in education. Additional articles provide theoretical and empirical support for the knowledge, skills, and dispositions necessary for students to become engaged civic actors and problem-solvers; other contributions offer illustrations of civic learning in action. A cross-cutting theme is the role of environments and cultural contexts that can help ensure meaningful student learning in the United States’ multi-ethnic democracy. The volume concludes with recommendations for research, policy, and practice that advance a type of civic education that can invigorate and preserve our democratic traditions and prepare students to address the political, socioeconomic, and ecological challenges that loom ever larger on the horizon.
2004 Charlotte Perkins Gilman Fellow
Nancy Folbre is Professor Emerita of Economics at the University of Massachusetts Amherst and Director of the Program on Gender and Care Work. Her research focuses on the interface between feminist theory and political economy, with a particular interest in caring labor and other forms of non-market work. Her research overlaps the fields of economic history, development, and policy analysis, and touches on game-theoretic approaches to family decision-making.
A recipient of a MacArthur Foundation Fellowship, she also serves as co-chair of the MacArthur Foundation Research Network on the Family and the Economy, and, since 1995, has been an Associate Editor of the journal Feminist Economics. She is the author of numerous journal, magazine, and newspaper articles as well as chapters in books. Dr. Folbre has been a Visiting Chair in American Studies at Ecole des Hautes Etudes en Sciences Sociales in Paris and Visiting Scholar at the Gender Institute at the London School of Economics.