Beyond knowledge and skills: Discursive construction of civic identity in the world history classroom

ABSTRACT

The research presented in this article investigates the role of classroom discussions for supporting students’ ongoing identity work during the study of global issues. Civic identity is theorized as a socially constructed process in which individuals become associated as a particular type of citizen created through social interactions in a given context. The findings revealed that classroom discussion focused on supporting identity work facilitated students to critique civic discourses and to negotiate global civic identities within the classroom relations of power that privilege certain positions. The findings suggest conceptualizing civic identity as a fundamentally unresolved process of navigating multiple ways of being a citizen that are ongoing and contingent. However, the students did not discard their national identities in favor of global ones. Instead, they made sense of diverse responsibilities by considering the moral implications of remaining loyal to the nation. Thus, rather than imposing citizenship as a fixed, singular narrative, we suggest that educators support the exploration of diverse moral and political ways of being citizens in the world. Although there are promising results for civic identity work, the findings were less sanguine for a commitment to civic engagement.

Keywords:

• international education
• educational practices
• pedagogical orientations

Additional information

Funding

This work was supported by the Spencer Foundation [grant number 200800147].

Notes on contributors

John P. Myers

John P. Myers (PhD, OISE/University of Toronto) is an associate professor in the School of Teacher Education and social science education major leader at the Florida State University. His research interests focus on education for global citizenship, globalization and education, and political discourse in the classroom.

Chantee E. McBride

Chantee Earl (PhD, University of Pittsburgh) is a clinical assistant professor in Middle and Secondary Education at Georgia State University. She is interested in culturally relevant pedagogy and urban education.

Michelle Anderson

Michelle Anderson (EdD, University of Pittsburgh) is an assistant professor in Teacher Education at Felician College. Her interests include historical thinking and social studies teacher education.