(Digital) Citizenship: Dissenting from Indifference

Abstract

This chapter shares the one primary finding of a study of high-school teachers who included Twitter as part of their civic education teaching. Teachers in this study believed that students should be prepared to engage in the civic sphere in both online and offline spaces, and thus felt a responsibility to teach students about both sides of civic life. Teachers felt that there was no real dichotomy between online and offline citizenship and that the term digital citizenship was detrimental to encouraging students’ civic participation.