Experiential Civic Learning for Democracy
Our guest author is Wilfred Chirinos, an associate on the Policy and Advocacy Team at Generation Citizen.
In the recent past, commentators such as David Leonhardt in his New York Times article ‘A Crisis Coming’: The Twin Threats to American Democracy," have spoken to some of the greatest threats against our democracy at this moment, including the heightened sense of partisanship with calls for a “national divorce”1; the ilk of authoritarianism on the edges of the ideological spectrum, and amplified through the coverage of our political discourse; and the rapid development of social media and AI technology in what some have labeled a “post-truth” era.2 These concerns are rightfully identified as looming threats to democracy. Taken together, they suggest that we stand at a pivotal moment in American history. While some contend that these issues are intractable, reports collected by the Center for American Progress and my experience within civics education suggest that revitalizing our democracy can begin with civic learning in our classrooms.
As said by AFT President Randi Weingarten, “Experiential learning engages students through problem-solving, critical thinking, teamwork, and learning by doing. We need to help kids engage with the world, with ideas, and with each other….”3 Through experiential learning, we can encourage students to engage creatively in their education to develop life-long skills. Experiential learning catalyzes their journey of becoming engaged citizens with the tools to interact meaningfully with the world around them.
At Generation Citizen, students are provided with an experiential learning opportunity through our action civics programs. Students are taught to engage with their community by identifying relevant problems, researching issues that they select, and presenting evidence-based policy solutions to stakeholders and decision-makers. The goal of this process is to instill a spirit of civic duty and engagement while enhancing their practical civic knowledge. Students learn about the history and structure of their local governments while connecting with these institutions, which often feel far removed. As they engage these institutions, they themselves are changed in the process and can influence the public policy process in significant ways, that reverberate far beyond the classroom.