Arguing Toward a More Active Citizenry: Re-envisioning the Introductory Civics Course via Debate-Centered Pedagogy

Abstract

As engaging citizens in political activity and debate becomes increasingly difficult, American universities have been encouraged to take the lead in spurring civic discussion and debate, despite the concomitant criticism that universities have failed to create educational climates that welcome divergent viewpoints. Reenvisioning the introductory civics course via debate-centered pedagogy responds to demands for university-led civics education and creates more responsive public administration coursework. Debate-centered courses engage students in current issues, encourage them to draw from their own unique perspectives, and position them as policymakers, thus rekindling their belief that they can effect change. Additionally, as has been shown in numerous contexts, debate-centered pedagogy increases student participation, critical thinking, and engagement.