Civic Education and Preservice Educators: Extending the Boundaries of Discourse

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Abstract
The data reviewed in this study suggest that, although the literature about civic education reveals a diversity of available discursive practices, student teachers in social studies classrooms exhibited only a narrow range of pedagogical skills in support of rather narrow civic education goals. A ware of their limited response to perceived civic education opportunities, some student teachers expressed frustration with existing power relations. These findings raise questions about the degree of access to various discursive traditions within the disciplines and professional education available to pre-service educators.