A DuBoisian Approach to Civic Education

Abstract This article presents a DuBosian approach to civic education: one that advocates for content that is racially inclusive and addresses political activism; centers conversations about politics; and ensures that K-12 educators reflect the diversity of their students. I argue that this approach provides a useful framework for classroom practices that can equip young people with the capacity needed to navigate and transform a democratic system defined by persistent racial inequality. I also assess whether there is public support for such an approach using a national sample of Americans. I find that a majority of respondents across racial, ethnic, and partisan lines, including many parents, support central tenets of a DuBoisian approach to civic education. By emphasizing the tangible pedagogical techniques associated with a DuBosian approach to civic education, it may be possible to sidestep the ambiguity and polarization of curriculum debates and reengage in the nuances of civic education policymaking.