Educators see the value in teaching students about politics, government, and being active citizens. But they receive only limited training on how to perform this task in the classroom, a new study finds.
A survey of nearly 2,000 Canadian teachers conducted by CIVIX, a charity that aims to strengthen citizenship education in schools, found that less than half felt confident teaching students about politics and government. found.
Furthermore, nearly two-thirds feel that the subject is not a priority at school compared to other subjects, especially science, technology, engineering and mathematics (STEM). About 60% of teachers said civics has become a lower priority in their schools because of the increased focus on STEM.
Dimitri Pavlounis, head of research at CIVIX, said that while social studies and educating students to inform students are emphasized in national curriculum documents, what are teachers being asked to focus on? He stated that there is a discrepancy in this respect.
“This reflects a very work-oriented approach to education,” Pavlonis said. “But what these teachers are saying, and what’s happening as a result, is that all these other areas that are equally important and related are being deprioritised.”
In elementary school, civics is mainly taught while learning history and geography. Nova Scotia, New Brunswick, and Ontario have mandatory civics courses in grade 9 or 10. Most states simply require students to take courses that fall under social studies.
The survey found that more than 90% of teachers strongly or somewhat agree about the value of teaching students about politics and government.
Pavlonis said he was surprised to learn through surveys and focus groups that teachers receive little training in civics, especially at a time when many students are showing a deep interest in social issues. Just a quarter of teachers surveyed said they had received formal instruction on the topic.
“It’s one thing to teach that the Governor-General is technically appointed by the monarch. But why is that important? Teachers say their students are… more aware than ever about social issues. They say they care about the issues, but they don’t seem to connect the issues they care about to democratic processes, government processes, or even community processes. ,” Pavlonis said.
“It’s about helping students make connections.”
He said science teachers could incorporate civics into teaching about climate change and use that time to discuss climate policy. Similarly, technology lessons can incorporate discussions about artificial intelligence and government regulation.
“Every subject can and should be taught through the lens of citizenship and democracy. It’s about reframing. It’s not about putting a huge additional burden on teachers,” Pavlonis said.
CIVIX contracted with Ottawa-based Abacus Data to survey teachers at all grade levels and conduct a series of follow-up focus groups.