Anything Else Would Just
be Teaching Complacency
Shannon D.M. Moore
Against a numbing indifference, despair or withdrawal into the private orbits of the isolated self, there is a need to support educational institutions that enable students to exhibit civic courage, foster the capacity to listen to others, sustain complex thoughts and engage social problems.
—Giroux, 2019
Adapted version (Sept 2024) from Vo. 48 No. 1 Fall 2023 – FINAL (mssta.org)
For many students, taking action may be the only reasonable response to issues in current society. For some students this may involve volunteering within their community, for others it may involve constructing a display aimed at raising awareness about the climate crisis, for others it may involve marching, or letter writing, or staging a sit in. Regardless of the form, it is imperative that students are provided the opportunity to contribute to, advocate, and act toward social change in their schools and communities.
Classrooms risk becoming “factories for cynicism” when students are invited to critically engage with their worlds, but never given the space to respond (Au et al., 2007). Students need to recognize themselves as change-makers. Moreover, they have a right to express opinions on matters and decisions that affect them (Office of the United Nations High Commissioner for Human Rights, n.d.). Making space for young people to take political and civic actions in school leads to greater participation and political agency in the future (Kahne & Sporte, 2008).
The curricular and scholarly rationale for inviting student action is clear; however, supporting student action requires thoughtful pedagogical planning and reflection.
Communities of Action
Student action projects should not be the imposed end of an otherwise action less classroom; communities of action need to be fostered throughout the year.
Fostering student citizenship requires engaging critical and creative thinking throughout our courses; this includes analysis, evaluation, judgment, problem solving, conflict resolution, and collaboration. In this way, students are encouraged to develop their own informed opinions about topics and issues in social studies. Moreover, students should be introduced to historical and current acts of protest and resistance in order to understand the varied actions that can be taken by citizens. By introducing current and previous citizen actions, students can also analyze the underlying causes, choice of action, consequences, and impacts. Students can evaluate whether the forms of action were effective, considering both the intended target audience and the overall objective. Social justice is focused on root causes and improving systems that contribute to inequity. If justice isthe objective, students can consider whether the citizen action tends to the root. Students can also consider the risks, complexities, and ethical considerations connected to these varied actions. Moreover, they can also come to see that the rights citizens hold today were not automatic, they emerged through citizen action. This does not necessitate that students engage in protest and resistance, at all or in any particular way, rather it introduces them to the possibility and the salient interrogations required before actions are taken.
Steps to Action
As we make space for students to actively engage in their worlds through action, we need to be thoughtful about the steps students take along the way. Developing thoughtful steps toaction will help ensure that students are well informed about their topic, about actions previously taken, and about the potential impact of their in/action. The steps outlined below help ensure that student actions emanate from student concerns and that actions are only taken after students have considered the ethical questions, complexities, and risks.
1 Begin action projects with student inquiry. In this way, the topics students choose will represent their own concerns. Teachers remain deeply involved in the process, but they do not dictate the issues selected or the actions taken.
2Once students have settled on a topic, it is imperative that students narrow their topic to a manageable size. That is, if a student is interested in poverty, they could narrow this to a specific demographic, geographic location, and particular issue related to poverty. If topics are left too broad, students are set up for failure. As a result, students may feel that citizen action does not make a difference. However, if they narrow their topics and create clear and manageable objectives, their actions have a better chance of making a difference.
3Research is a necessary element of social justice education, especially action-oriented projects. Before any action is planned, students must become very knowledgeable about their topic. In turn, the actions students plan will be informed.
4In addition to researching the topic, students should research individual and collective actions already taken by others. For example, if students are concerned about disposable cups, they should explore the actions that have already been taken to stop the production and use of these products. This will help students make informed choices about their own actions.
5 Once students have a research informed understanding of their topic, they should create their own plan of action. This plan needs to take into consideration their specific objectives, their target audience, their research, and the actions that have already been taken. Consider generating a class list of possible actions to help students as they develop their own action plan. As you generate ideas as a classroom community, get students to think about whether the possible actions will raise awareness, meet a temporary need, or tend to root causes. Certainly students can focus their actions on awareness or charity, but if a students’ objective is to create systemic change, they want to be sure their action is aimed at the root.
6 As student plans develop, it is imperative that they seek critical feedback from their peers and the teacher. The point of these exchanges is not to discourage student action; rather, it is to raise any practical or ethical concerns, and to ensure effective and safe actions. Throughout these critical friend meetings, their peers are asking questions and offering suggestions.
7 At this point, the teacher can also ensure that students have secured any necessary permissions. For example, some students create materials to share with elementary classes and will require necessary permissions in order to visit. Other students may choose to create a public service announcement related to their topic; in order to do this, they will need consent forms for the students they are filming. Each school/division will have its own policies that teachers need to take into consideration as they are determining permissions students will need to obtain.
8 Take Action!
9 After students have taken their action, it is important that they meet with their critical friend groups again. These final meetings are important to encourage reflection about the actions they took, the way they felt throughout the process, and what they have learned.
Research The Topic
1. What is the issue? How would you explain the issue that your awareness/action project
is trying to expose/fix?
2. What are the causes/contributing factors related to this issue?
3. What are the complexities?
• Consider any ethical, economic, environmental, political or social nuances surrounding this issue. Issues in society are not simple
• And/or consider the way tending to this issue may raise other issues or cause unintended consequences.
•And/or consider how intersectionality impacts this issue. That is, how are different people impacted differently based on multiple factors of identity.
4. Who are the stakeholders involved? Which stakeholders might be interested in improving the issue & which might be barriers to your actions?
5. Who/what are organizations that could help inform your understanding of this issue? Include at least two people and/or organizations whose work is connected to your topic. Include at least two things you learned about your topic from speaking to and/or researching these organizations.
6. What if anything has already been tried to alleviate this issue? Consider actions taken by the people/organizations mentioned above, or actions taken more broadly.
Research The Actions Taken
After students have explored the actions previously taken in relation to their topic, they should consider the following questions about these actions.
Did it reach the intended target audience?
Did it raise awareness, provide temporary help, or tend to the root causes? Is it an example of charity or justice?
Did it cause any harm or have unintended consequences?
Critical Friend Meetings
What are your specific objectives?
Does your action align with your objectives? Will your action serve the community (charity), raise awareness, or tend to the root causes?
• This step is particularly important. Students tend to choose charitable actions (service or fundraising) or awareness campaigns. Students can certainly proceed with such actions, but they need to understand the potential limits of their chosen actions. While classroom communities cannot force students to undertake justice-oriented actions, it is crucial that students recognize the potential of their actions before proceeding.
Is your action appropriate for your target audience?
Could your action cause unintended consequences? Could your “help” hurt?
• That is, could your “help” prolong the problem or create a new problem. If you determine that your help may have unintended consequences, you need to decide whether you should still proceed with your action. For example, if your goal is to eliminate disposable cups in your local community, this could lead to job losses for people who produce disposable cups. You may recognize this as a consequence, but still decide to go ahead with your action. The importance is recognizing the positive and negative economic, environment, social and political consequences of your in/action.
What safety issues could arise?
What permissions might I need?
Steps to Action
As we make space for students to actively engage in their worlds through action, we need to be thoughtful about the steps students take along the way. Developing thoughtful steps toaction will help ensure that students are well informed about their topic, about actions previously taken, and about the potential impact of their in/action. The steps outlined below help ensure that student actions emanate from student concerns and that actions are only taken after students have considered the ethical questions, complexities, and risks.
1 Begin action projects with student inquiry. In this way, the topics students choose will represent their own concerns. Teachers remain deeply involved in the process, but they do not dictate the issues selected or the actions taken.
2Once students have settled on a topic, it is imperative that students narrow their topic to a manageable size. That is, if a student is interested in poverty, they could narrow this to a specific demographic, geographic location, and particular issue related to poverty. If topics are left too broad, students are set up for failure. As a result, students may feel that citizen action does not make a difference. However, if they narrow their topics and create clear and manageable objectives, their actions have a better chance of making a difference.
3Research is a necessary element of social justice education, especially action-oriented projects. Before any action is planned, students must become very knowledgeable about their topic. In turn, the actions students plan will be informed.
Research The Topic
1. What is the issue? How would you explain the issue that your awareness/action project
is trying to expose/fix?
2. What are the causes/contributing factors related to this issue?
3. What are the complexities?
• Consider any ethical, economic, environmental, political or social nuances surrounding this issue. Issues in society are not simple
• And/or consider the way tending to this issue may raise other issues or cause unintended consequences.
•And/or consider how intersectionality impacts this issue. That is, how are different people impacted differently based on multiple factors of identity.
4. Who are the stakeholders involved? Which stakeholders might be interested in improving the issue & which might be barriers to your actions?
5. Who/what are organizations that could help inform your understanding of this issue? Include at least two people and/or organizations whose work is connected to your topic. Include at least two things you learned about your topic from speaking to and/or researching these organizations.
6. What if anything has already been tried to alleviate this issue? Consider actions taken by the people/organizations mentioned above, or actions taken more broadly.
4In addition to researching the topic, students should research individual and collective actions already taken by others. For example, if students are concerned about disposable cups, they should explore the actions that have already been taken to stop the production and use of these products. This will help students make informed choices about their own actions.
5 Once students have a research informed understanding of their topic, they should create their own plan of action. This plan needs to take into consideration their specific objectives, their target audience, their research, and the actions that have already been taken. Consider generating a class list of possible actions to help students as they develop their own action plan. As you generate ideas as a classroom community, get students to think about whether the possible actions will raise awareness, meet a temporary need, or tend to root causes. Certainly students can focus their actions on awareness or charity, but if a students’ objective is to create systemic change, they want to be sure their action is aimed at the root.
Research The Actions Taken
After students have explored the actions previously taken in relation to their topic, they should consider the following questions about these actions.
Did it reach the intended target audience?
Did it raise awareness, provide temporary help, or tend to the root causes? Is it an example of charity or justice?
Did it cause any harm or have unintended consequences?
6 As student plans develop, it is imperative that they seek critical feedback from their peers and the teacher. The point of these exchanges is not to discourage student action; rather, it is to raise any practical or ethical concerns, and to ensure effective and safe actions. Throughout these critical friend meetings, their peers are asking questions and offering suggestions.
7 At this point, the teacher can also ensure that students have secured any necessary permissions. For example, some students create materials to share with elementary classes and will require necessary permissions in order to visit. Other students may choose to create a public service announcement related to their topic; in order to do this, they will need consent forms for the students they are filming. Each school/division will have its own policies that teachers need to take into consideration as they are determining permissions students will need to obtain.
Critical Friend Meetings
What are your specific objectives?
Does your action align with your objectives? Will your action serve the community (charity), raise awareness, or tend to the root causes?
• This step is particularly important. Students tend to choose charitable actions (service or fundraising) or awareness campaigns. Students can certainly proceed with such actions, but they need to understand the potential limits of their chosen actions. While classroom communities cannot force students to undertake justice-oriented actions, it is crucial that students recognize the potential of their actions before proceeding.
Is your action appropriate for your target audience?
Could your action cause unintended consequences? Could your “help” hurt?
• That is, could your “help” prolong the problem or create a new problem. If you determine that your help may have unintended consequences, you need to decide whether you should still proceed with your action. For example, if your goal is to eliminate disposable cups in your local community, this could lead to job losses for people who produce disposable cups. You may recognize this as a consequence, but still decide to go ahead with your action. The importance is recognizing the positive and negative economic, environment, social and political consequences of your in/action.
What safety issues could arise?
What permissions might I need?
8 Take Action!
9 After students have taken their action, it is important that they meet with their critical friend groups again. These final meetings are important to encourage reflection about the actions they took, the way they felt throughout the process, and what they have learned.
Conclusion
As educators we know that there is no plan that will account for every possibility that could arise. Our plans must adapt to the specific needs of each community of students. By creating classroom communities that encourage critical and creative thinking, invite student inquiry, recognize citizen action throughout history, and make space for students to take action, the real plan is for students to see themselves as active citizens. Anything else would just be teaching complacency.
