ABSTRACT
Listening carefully to children’s sense making about civic engagement offers critical insights for educators and researchers alike. In this final chapter, the author details specific pedagogical considerations raised by the studies discussed. Specifically, considerations about rethinking the scope of civic education; about the contextual factors shaping children’s civic learning and our role in fostering their environments; about explicit instruction of skills such as the deliberation of shared problems, the interrogation of analytic frames, and the art of questioning for building tolerance and understanding; and about the responsibility adults have for modeling civic mindedness and advocating for a more robust civic education at the elementary level. She also identifies avenues for further research she believes are necessary to undergird such advocacy.
