ERIC Number: ED479648
Record Type: RIE
Publication Date: 2002-Nov
Teaching the "Pedagogy of Civic Action": Toward a Rhetorical Democratic Pedagogy.
Palmer, David L.
This paper addresses the question: how might those engaged in the mission of training secondary Speech-education teachers create a "pedagogy of authentic civic action" in light of current standards legislation that functions more to perpetuate a liberal republic than it does to vivify (and articulate) an authentic democracy? The arena of K-12 education in the U.S. (including Speech education) is in the midst of an extensive standardization movement. State standards increasingly cast both the practices of secondary Speech-education and the training of Speech teachers. Relevant here is that Speech-education standards lack any mention of democracy or civic participation, a decision that, in essence, impedes teachers from engaging these projects. In contrast, it is noteworthy that the formal genesis of democracy and education theory is directly coupled to the birth of rhetoric (or Speech). Concurrently, Civics standards employ the language of rhetoric, yet ignore its discipline and its pedagogy. The work argues that current standards, while valuable in many ways, limit the vision of civics and democracy to the extent that they embrace a set of sterilized Speech standards. The piece calls for a revised set of rhetoric-based benchmarks designed to invigorate an authentic democracy model of education. A contrast between existing standards and an alternative civics-as-rhetoric curriculum is outlined. Finally, an initial theory of a "pedagogy of strong democracy" based in the study and practices of Speech (or rhetoric) is proposed. (Contains 20 references.) (Author/RS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Communication Association (88th, New Orleans, LA, November 21-24, 2002).