<abstract xmlns="http://www.w3.org/1999/xhtml"><p> This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. </p><p>The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning, as well as connecting physically and socially to one’s society are apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behavior outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies</p></abstract>

This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as guided by Heidegger (1962), Gadamer (1960/2003), Casey (1993), and Levinas (1961/2004), among others, the framework for conducting action-sensitive research, as described by van Manen (2003), guides this inquiry as I endeavor to uncover what it means for students to embody civic education. Twenty-nine students are taped engaging in discussions, debates, simulations, and other civic education. Twelve students self-select to engage in reflective writing and conversations about their experiences. The existential theme of lived body emerges from this inquiry. The importance of embodying one’s learning, as well as connecting physically and socially to one’s society are apparent. The students’ learning through their corporeal experience serves to create the civil body politic of the classroom and inform their behavior outside of the classroom. Insights from this study may inform curriculum theorists and developers, policy-makers, and classroom teachers. Recommendations are made to transform the social studies for students to capitalize on their bodily experiences within the classroom so that they may grow in their role as a citizen. Students may then embody the ideals essential in civic education and democratic societies

Embodied civic education: The corporeality of a civil body politic

PhD. University of Maryland College Park James Hubert Blake High School 300 Norwood Road Silver Spring, MD

Journal of Pedagogy

This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

{"article-title":"Embodied civic education: The corporeality of a civil body politic"}

This study explores the lived experience of democratic civic education for middle school students. Grounded in the tradition of hermeneutic phenomenology as...

Embodied civic education: The corporeality of a civil body politic

Publié en ligne: 10 juil. 2014

Pages: 90 - 114

DOI: https://doi.org/10.2478/jped-2014-0005

Mots clés
Civic Education, Social Studies, Curriculum, Pedagogy, High School, Phenomenology, Democracy, Corporeality, Embodiment

© by Donna Paoletti Phillips

This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Embodied civic education: The corporeality of a civil body politic

Publié en ligne: 10 juil. 2014

Pages: 90 - 114

DOI: https://doi.org/10.2478/jped-2014-0005

Mots clésCivic Education, Social Studies, Curriculum, Pedagogy, High School, Phenomenology, Democracy, Corporeality, Embodiment

© by Donna Paoletti Phillips

This article is distributed under the terms of the Creative Commons Attribution Non-Commercial License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Mots clés
Civic Education, Social Studies, Curriculum, Pedagogy, High School, Phenomenology, Democracy, Corporeality, Embodiment