Abstract
Much recent populism research has focused on economic/global factors as primary causes for populism’s resurgence in Europe and Latin America. However, more inquiry is needed in the vein of replacing outdated theories of populism with contemporary ones that allow for cultural and psychological causal sources. Furthermore, such theories have much to offer us here in the US as we grapple with a milieu that is increasingly warm to strong men, isolationism, and “post-truth”, and increasingly hostile to democratic norms, institutions, and epistemic conventions. The research here, interdisciplinary and interpretive in scope, argues that postmodernism and technology have shifted the ways we should understand US populism and its causes and should be considered in tandem to the more typical causes cited. An updated theory of populism is provided, and contrasts are drawn between classical populism and neopopulism. But the focus here is on the ramifications that these epistemological and technological factors have wrought on civics education. Social Studies standards remain less coherent and clear, even in states with strong public schools, and “wellness” or “social emotional learning” often remains divorced from citizenship. I argue that a neopragmatist approach to civics education can do more to counter divisiveness, and that a “3D” curricular design - similar to the design of the Next Generation Science Standards (NGSS) - can ensure these constituent goals are construed and delivered as a single, focused educational imperative.
Presenters
Daniel O'keefeSupervisor, (District), Pequannock Township Schools, New Jersey, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Past and Present in the Humanistic Education
KEYWORDS
Civics, Populism, Humanities Education, Technology, Curriculum
