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Abstract

This study explored the views of culturally diverse middle school students on civic education in an urban setting. It employed a qualitative approach to gain a deeper understanding of students’ experiences. The results showed a need for a more inclusive approach to civic education that better reflects the communities in which they live. The study highlights the significance of considering the perspectives of diverse groups in creating and implementing urban civic education programs. It contributes to discussions on the role of civic education in fostering active citizenship and social responsibility among young students.

Keywords

civic education middle school students culturally and linguistically diverse students critical race theory critical multicultural citizenship education culturally relevant pedagogy

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Civic Education: Insights From Culturally and Linguistically Diverse Middle School Students

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Keywords

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