This article shares lessons from committed and inspirational educators from across the country with whom the Center for Information and Research on Civic Learning and Engagement (CIRCLE) worked in 2020. Their experiences reinforce that nonpartisan teaching about democracy is possible (i.e., not teaching who to vote for, but rather how the system…

The social landscape of the United States can be mapped by using a series of cultural fault lines. This topography portrays conditions that descriptions of the surface fail to illuminate. Many of these schisms are the by-product of ideological positions that diminish personal responsibility and thoughtful civic discourse. If left unattended, these…

Certain fundamental perspectives on social issues have become conventions in the way society is represented in school curricula, distorting the kind of social understanding needed by young people. Among these distorting conventions are functionalism, determinism, and individualism. These approaches to social education are analyzed; alternative…

Contends that the development and use of moral imagination helps students become sensitive to social justice issues and should be encouraged. Asserts that this process will encourage students to become cognizant of the tension between private beliefs and public behavior. (CFR)

Contends that student alienation cannot be solved by improved instructional methodology or curriculum content reform. Argues that the citizenship education goals of social studies cannot be taught effectively because societal values do not support schools or teachers. Provides five suggestions on policies that might address these issues. (CFR)