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The digital revolution has enabled important changes in political life. Opportunities to engage in participatory politics have expanded significantly. Participatory politics differ from institutional politics in that they are peer-based, interactive, and not guided by deference to traditional elites and institutions. These changes require a response from civic educators. Core practices of civic and political engagement, such as investigation, dialogue, circulation, production, and mobilization, must be taught differently because they are now frequently enacted differently and in different contexts. This article conceptualizes these changes, draws on a nationally representative survey to assess the frequency and expansion of these new practices, and highlights examples of curricular reform to help frame an expanded agenda for civic education in the digital age.
Kahne et al. (2016) studied this question.