Civic Identity, Public Education, and the African-American Community in Indianapolis: Mending the Fracture

Abstract

This article reports on the conclusions of a methodologically innovative research project focused upon civic identity in Indianapolis’ African-American community, and considers the implications for the transmission of civic knowledge and encouragement of civic engagement in marginalized communities. The authors' findings suggest that formal civics education, even when done well, may not be sufficient to encourage lifelong civic participation.