At a time when many young Americans have reduced their civic engagement, and public schools have de-emphasized their civic mission, some youth are taking initiative at the community level, and some community-based organizations are establishing educational programs to promote their participation. These programs originate in economically disinvested and racially segregated areas whose young people require and receive “education for democracy” appropriate for their situation. This article provides perspectives on these programs, including their social purpose, curricular content, pedagogical methods, and implications for a new civics that contrasts with traditionalapproaches. It draws on analysis of educational efforts by organizations affiliated with a national project designed to increase youth participation in the South Bronx, Mississippi Delta, Albuquerque, East Oakland, and other areas.
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