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Citizenship Education through Participatory Budgeting: the Case of Bioscience High School in Phoenix, Arizona


Abstract Public participation in local decision-making processes has numerous purported benefits. Yet, realizing these benefits requires a citizenry that is able and willing to participate in meaningful ways. High schools are ideal venues for civic education but rarely teach local collective action, citizen engagement, and self-governance, focusing instead on personal responsibility, knowledge of political institutions, and information on electoral processes. This article reports on a citizenship education project in a high school in Phoenix, Arizona. The program engaged students from all grade levels in a participatory budgeting (PB) process – to our knowledge, the first School PB in the U.S. The study asked to what extent student engagement in P... (more)
Created Date 2015
Contributor Cohen, Matthew (Author) / Schugurensky, Daniel (ASU author) / Wiek, Arnim (ASU author) / Arizona State University. School of Social Transformation / Arizona State University. School of Sustainability / Arizona State University. School of Public Affairs
Series CURRICULUM AND TEACHING
Type Text
Extent 37 pages
Language English
Identifier DOI: 10.7459/ct/30.2.02 / ISSN: 0726-416X / ISSN: 2201-0602
Rights All Rights Reserved
Citation Cohen, M., D. Schugurensky and A. Wiek (2015). Citizenship Education through Participatory Budgeting: the Case of Bioscience High School in Phoenix, Arizona. Curriculum and Teaching, Volume 30, Number 2, pp. 5-26.
Note This is the authors' final version, post peer-review. The final publication is available at http://dx.doi.org/10.7459/ct/30.2.02
Collaborating Institutions ASU Libraries
Additional Formats MODS / OAI Dublin Core / RIS


  Citizenship Education through Participatory Budgeting: the Case of Bioscience High School in Phoenix, Arizona
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