Instead of teaching students about the fundamental aspects of American society such as democracy, freedom of the press, and the Founding Fathers, civics education in many places has shifted towards promoting liberal activism. This was the main point made by panelists at an event hosted by the American Enterprise Institute (AEI), a conservative think tank. The event was held in response to the recent election, which many people on both sides of the political spectrum believe highlights the need for improved civics education.
Richard D. Kahlenberg and Clifford Janey raised this issue in a recent article for the Atlantic where they questioned how it is possible for millions of Americans to support a presidential candidate who consistently disregarded basic constitutional principles. Rebecca Burgess, the panel moderator and manager of AEI’s program on American citizenship, also wrote on this topic during the election season in an article for The Hill titled "Disgusted With Trump vs. Clinton? Blame America’s Civic Education."
The discussion began with David Randall, the director of communications at the National Association of Scholars, providing examples of how civics educators in high schools and universities are encouraging students to participate in protests for liberal causes. Randall noted that there is a tendency to equate civic engagement with organized political protest, primarily from one side of the political spectrum. He highlighted that a majority of college graduates are unaware of basic political knowledge, such as senators serving six-year terms or the significance of the Emancipation Proclamation. Randall argued that there is a disconnect between educating college students for civic engagement and neglecting their civic literacy. The National Association of Scholars released a paper in January that argues higher education institutions have redefined civics as progressive political activism.
Juan Rangel, the former CEO of the United Neighborhood Organization and founder of the organization’s charter school network, pointed out that the conflation of activism and civic engagement also occurs with younger students. Rangel disagrees with the idea of taking students to rallies or protests, considering it to be more for the satisfaction of adults rather than for educational purposes. Instead, the schools in UNO’s network focus on meeting with elected officials, participating in mock elections, and visiting Ellis Island to learn about the history of immigrants in the United States.
The panel, which did not include any current classroom teachers, praised ongoing efforts to make passing a U.S. citizenship test a requirement for high school graduation. The Joe Foss Institute has been leading this initiative, which has gained significant traction in predominantly right-leaning states. Over a dozen states are planning to implement this test, which assesses basic knowledge of U.S. history and government. The panelists agreed that if students cannot pass this test at the end of their civics education, something has gone wrong. However, some panelists suggested that this requirement should be introduced earlier, as an elementary graduation requirement.
The panel also took the opportunity to commend the Broadway musical "Hamilton" for its profound impact on history education. Charles Sahm from the Manhattan Institute described the musical as beautiful and highlighted how it has changed the perspective of underprivileged minority students on America and themselves. He emphasized that when American history is presented in a way that resonates with students, it becomes fascinating.
In summary, the discussion at the AEI event shed light on the concern that civics education in many places is becoming synonymous with promoting liberal activism. Panelists stressed the need to improve civic literacy among students and applauded initiatives such as making the U.S. citizenship test a graduation requirement. They also recognized the positive impact of innovative approaches to teaching history, such as the musical "Hamilton."
