REFLECTING ON STUDENT CIVIC PARTICIPATION

While students may begin with fairly routine topics and attempt to involve students in somewhat pedestrian issues, it is important to remember that a major goal of this initiative is to better understand civic engagement by the nation’s college population. Reflection should take these larger, more abstract issues into consideration. National Regional and State coordinators of Raise Your Voice hope that you will share your insights about these issues.

Some key issues to consider:

• What do students care about? Are they as self-centered and apathetic as some would have it or as idealistic and committed as others would like to believe?
• How do we explain the fact that students are volunteering and serving in communities in record numbers yet show little interest in traditional political participation?
• What role models do students have for deliberation in today’s society? Could it be Jerry Springer, Geraldo, or Judge Judy? Is this the best we can offer youth for models of democratic engagement?
• For many in America, the critical issue is the reluctance of students and other young citizens to vote. If we could entice students to vote would that be enough?
• It is possible to think about America’s higher educational institutions as incorporated bodies (corporations). If they are corporations, why should they feel obligated to teach and practice democracy? Or alternatively, can they teach democracy but not practice it?

Related issues:

• How are our campuses fostering democratic practices? How are they hindering democratic practices?
• How would you characterize the political structure of most higher education institutions – dictatorship, benign dictatorship, democracy, limited democracy, feudal fiefdoms, corporate hierarchy, other?
• How do dialogues fit into the structure of higher education? Are courses spaces for dialogues and can we rely on these for the promotion of participatory democracy and a deliberative process?
Related issues -
• How might college and university courses promote greater deliberation by students?
• Are students really ready for deliberation or do they need traditional courses so they will have the facts necessary for informed deliberation?