ABSTRACT
In this chapter, the author unpacks how children make sense of civic issues and the experiences that contribute to their sense making. She explores various analytic frames that appear in 6th graders’ reasoning about food insecurity in their community, in 3rd graders’ reasoning about a hallway bystander dilemma, and in 4th graders’ talk about how to spend playground money. These frames shape how children judge the relative importance of issues, their personal responsibility to address them and what action is worth taking.
