Public participation in local decision-making processes has numerous purported benefits. Yet, realizing these benefits requires a citizenry that is able and willing to participate in meaningful ways. High schools are ideal venues for civic education but rarely teach local collective action, citizen engagement, and self-governance, focusing instead on personal responsibility, knowledge of political institutions, and information on electoral processes. This article reports on a citizenship education project in a high school in Phoenix, Arizona.
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- Cohen, Matthew (Author)
- Schugurensky, Daniel (Contributor)
- Wiek, Arnim (Contributor)
- College of Liberal Arts and Sciences (Contributor)
- 2015
- Digital object identifier: 10.7459/ct/30.2.02
- Identifier TypeInternational standard serial numberIdentifier Value0726-416X
- Identifier TypeInternational standard serial numberIdentifier Value2201-0602
- This is the authors' final version, post peer-review. The final publication is available at http://dx.doi.org/10.7459/ct/30.2.02, opens in a new window
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Cohen, M., D. Schugurensky and A. Wiek (2015). Citizenship Education through Participatory Budgeting: the Case of Bioscience High School in Phoenix, Arizona. Curriculum and Teaching, Volume 30, Number 2, pp. 5-26.