Unlocking the Classroom: How Teachers' Beliefs Shape Civic Education

Civic education has historically aimed to instill a dominant ideology through the careful selection, propagation, and reinforcement of specific knowledge sets. Traditionally, civic education favored a 'transmission' approach, which aimed to 'Americanize' immigrants during the 20th century. This method emphasized loyalty to traditional values and presented a conservative and assimilationist view of society, often reflected in teacher-centered instruction and a curriculum that highlights dominant narratives. However, more contemporary approaches also include transformative citizenship, which seeks to cultivate critical thinking and promote social action.

System justification theory suggests that individuals are motivated to defend and maintain the existing social, economic, and political systems, even when those systems may be disadvantageous to certain groups. In the context of civic education, this theory helps explain why some teachers may lean towards conservative ideologies, emphasizing patriotism and civic duty to preserve the status quo. Conversely, those with lower system justification may be more inclined to adopt liberal or critical ideologies, encouraging students to question and challenge existing power structures in pursuit of a more just and equitable society. It's a lens through which educators' approaches to teaching citizenship can be better understood.

The three ideologies observed in the Missouri study are Conservative, Liberal, and Critical. Conservative ideology focuses on patriotism, loyalty, and civic duty, valuing traditional American history, free markets, and limited government intervention. Liberal ideology emphasizes critical thinking, tolerance, and participation in a diverse society, encouraging students to form their own opinions through cooperation and deliberation. Critical ideology challenges existing social structures, emphasizes the historical causes of inequality, and encourages activism to build a more just social order by deconstructing traditional knowledge. These ideologies are not mutually exclusive and can influence educators to varying degrees.

The Missouri study revealed correlations between teachers' ideologies and the civic behaviors they prioritize in the classroom. Teachers holding conservative ideologies are more likely to emphasize behaviors that support the existing social system, such as obedience to the law and respect for authority. Those with liberal viewpoints tend to promote participatory behaviors, such as voting and community involvement, alongside critical thinking. Educators embracing critical perspectives often encourage activism and challenging social injustices. Understanding this influence is essential for fostering well-rounded civic education.

Encouraging transformative citizenship is crucial for fostering critical thinking and social responsibility in students. This approach to civic education goes beyond rote memorization of facts and encourages students to actively engage with societal issues, analyze power structures, and consider diverse perspectives. By promoting transformative citizenship, educators can empower students to become informed, engaged, and responsible citizens who are equipped to address the complex challenges facing our society. To achieve this, it is important to support educators in reflecting on their own ideologies and how those beliefs shape their teaching methods.