Joseph Kahne
Distinguished Professor
SOE Deans Office Dept
| Short URL | https://profiles.ucr.edu/joseph.kahne |
| Website | https://www.civicsurvey.org/ |
| Curriculum Vitae | |
Biography
Joseph Kahne is the Ted and Jo Dutton Presidential Professor for Education Policy and Politics and Co-Director of the Civic Engagement Research Group (CERG) at the University of California, Riverside. Professor Kahne's research focuses on the influence of school practices and digital media on youth civic and political development. For example, with funding from the Institute of Educational Sciences (IES), and in partnership with scholars from Ohio State, Brown, and UCR, CERG has launched and is studying the impact of Connecting Classrooms to Congress (CCTC). CCTC is a social studies curricular unit that enables students to learn and deliberate about a controversial societal issue and then participate in an online townhall with their Member of Congress. In addition, Kahne and CERG are currently engaged in related studies of efforts to promote youth voice, lived civics, and a broad vision of social studies reform tied to the Educating for American Democracy Roadmap. This work takes place through partnerships with reformers and school districts in CA, IL, NM, OK, FL, and CO. In addition to studying the impact of these curricular experiences on young people’s civic development, with John Rogers, we are currently devoting particular attention to the politics of democratic education. We are examining ways the political contexts of school districts shape possibilities for educational reform and the varied ways educators respond. Professor Kahne was Chair of the MacArthur Foundation’s Youth and Participatory Politics Research Network. Kahne was a member of the American Academy of Arts and Sciences Commission on the Practice of Democratic Citizenship. He currently chairs the Educating for American Democracy Research Task Force. Professor Kahne is a member of the National Academy of Education and a Fellow of the American Educational Research Association.He can be reached at jkahne@ucr.edu and his work is available at http://www.civicsurvey.org/
Awards
National Academy of Education, Elected Member, (2023).
American Educational Research Association, Appointed Fellow, (2023).
Jean Dresden Grambs Distinguished Career Research Award. National Council for the Social Studies. (2022).
Civic Action Award (2014). California Council of the Social Studies.
Knight Fellow for Civic Engagement in Higher Education (2011). Bob Graham Center for Public Service.
The Outstanding Publication Award on Program Evaluation (2007). Division H of AERA. (for paper written with Sue Sporte, Marisa de la Torre, and John Easton).
John Glenn Scholar in Service Learning. (2004). John Glenn Institute for Public Service and Public Policy. (With Joel Westheimer).
Outstanding Paper of the Year Award. (2003). From the Research in Social Studies special interest group of the American Educational Research Association. (For paper written with Joel Westheimer).
Outstanding Paper of 2002 award from the American Political Science Association (APSA), Division on Teaching and Learning. (For paper written with Joel Westheimer).
The Palmer O. Johnson Award (2001) for an outstanding article published in a journal of the American Educational Research Association (AERA). (For paper written with Kim Bailey).
Publications
Books:
Kahne, J. (1996). Reframing Educational Policy: Democracy, Community, and the Individual. New York: Teachers College Press.
Journal Articles and Book Chapters:
Kahne, J. & Cortés, C. (2023). Free Speech: Time for a Different Kind of Discussion. Social Education, 87(1), 14-21.
Rogers, J. & Kahne, J. with Ishimoto, M., Kwako, A., Stern, S.C., Bingener, C., Raphael, L., Alkam, S., & Conde, Y. (2022). Educating for a Diverse Democracy: The Chilling Role of Political Conflict in Blue, Purple, and Red Communities. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access.
Kahne, J., Bowyer, B., Marshall, J., Hodgin, E. (2022). Is Responsiveness to Student Voice Related to Academic Outcomes? Strengthening the Rationale for Student Voice in School Reform. American Journal of Education, 128(3), 389-415.
Mirra, N., McGrew, S., Kahne, J., Garcia, A., & Tynes, B. (2022). Expanding digital citizenship education to address tough issues, Phi Delta Kappan, 103(5). 31-35.
Kiesa, A., Bueso, L., Hodgin, E., Kahne, J. (2022). Educating About Elections in a Partisan Age. Social Education, 86 (4), 232-238.
Rogers, J. & Kahne, J. (2022). Responding to Intolerance Through Community Building. Educational Leadership. 80(1).
Kahne, J, Rogers, J., & Kwako, A. (2021). “Do Politics in Our Democracy Prevent Schooling for Our Democracy? Civic Education in Highly Partisan Times.” Democracy and Education. 29 (2), Article 3.
DiGiacomo, D.K., Hodgin, E., Kahne, J. & Trapp, S. (2021) Civic Education in a Politically Polarized Era, Peabody Journal of Education, DOI: 10.1080/0161956X.2021.1942705
Garcia, A.G., McGrew, S., Mirra, N., Tynes, B. & Kahne, J. (2021). Rethinking Digital Citizenship: Learning About Media, Literacy, and Race in Turbulent Times. In Lee, C.D., White, G., & Dong, D. (Eds.). (2021). Educating for Civic Reasoning and Discourse. Committee on Civic Reasoning and Discourse. Washington, DC: National Academy of Education. https://naeducation.org/wp-content/uploads/2021/03/Chapter-7.pdf
Rogers, J., & Kahne, J. (2021). Leading for Democracy: A Vital Agenda for Public School Principals. ASCD Express. 16(11). http://www.ascd.org/ascd-express/vol16/num11/leading-for-democracy-a-vital-agenda-for-public-school-principals.aspx
Bowyer, B. & Kahne, J. (2020). The digital dimensions of civic education: Assessing the effects of learning opportunities. Journal of Applied Developmental Psychology. 69. https://doi.org/10.1016/j.appdev.2020.101162
Hodgin, E.R., Kahne, J., & Rogers, J.S. (2020). Fulfilling the democratic aims of education. School Administrator, 77:8, 20-26.
Bowyer, B. Kahne, J. (2019). Motivated circulation: How misinformation and ideological alignment influence the circulation of political content. International Journal of Communication, 13, 5791–5815.
Kahne, J. & Bowyer, B. (2019) Can media literacy education increase digital engagement in politics? Learning, Media and Technology, 44:2, 211-224, DOI: 10.1080/17439884.2019.1601108
Kahne, J. & Bowyer, B. (2018). “The Political Significance of Social Media Activity and Social Networks.” Political Communication, 35:3, 470-493, DOI: 10.1080/10584609.2018.1426662.
Cohen, C., Kahne, J., & Marshall, J. With Anderson, V., Brower, M., and Knight, D. (2018). Let’s Go There: Race, Ethnicity, and a Lived Civics Approach to Civic Education. GenForward at the University of Chicago. Chicago, IL.
Hodgin, E. & Kahne, J. (2018). “Misinformation in the Information Age: What Teachers Can Do to Support Students.” Social Education, 82(4), 208–211, 214.
Kahne, J., Hodgin, E., Evans, C., Choi, Y.W. (2018). Expanding the Opportunity Structure for Civic Education in the Digital Age: A Strategy for Reform. In Tierney, W.G., Corwin, Z.B., & Ochsner, A. Eds. Digital Equity and Educational Opportunity (pp. 25-44). Johns Hopkins University Press.
Bowyer, B.T. and Kahne. J. (2017). “Facing Facts in an Era of Political Polarization: Young People's Learning and Beliefs about Economic Inequality.” PS: Political Science & Politics. 50(4), 1056-1061.
Kahne, J. &, B.T. Bowyer (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. American Educational Research Journal. 54(1), 3-34.
Westheimer, J., Rogers, J., and Kahne, J. (2017). “The Politics and Pedagogy of Economic Inequality.” PS: Political Science & Politics. 50(4), 1043-1048.
Middaugh, E., Bowyer, B.T., & Kahne, J. (2017). U Suk! Participatory media and youth experiences with political discourse. Youth and Society. 49(7) 902–922.
Bowyer, B.T., Kahne, J. & Middaugh, E. (2017). “Youth Comprehension of Political Messages in YouTube Videos.” New Media & Society. 19(4), 522-541.
Kahne, J., Hodgin, E., Eidman-Aadahl, E. (2016). Redesigning Civic Education for the Digital Age: In Pursuit of Equitable and Impactful Democratic Education. Theory and Research in Social Education. 44:1, 1-35.
Kahne, J., Middaugh, E., & Allen, D. (2015). Youth New Media, and the Rise of Participatory Politics. In Allen, D. and Light, J. eds. From Voice to Influence: Understanding Citizenship in a Digital Age. Chicago: University of Chicago Press.
Kahne, J., Crow, D., & Lee, N. (2013). Different Pedagogy, Different Politics: High School Learning Opportunities and Youth Political Engagement. Political Psychology. 34(3), 419-441.
Kahne, J., Lee, N, & Feezell, J. (2013). The Civic and Political Significance of Online Participatory Cultures among Youth Transitioning to Adulthood. Journal of Information Technology and Politics. 10(1).
Kahne, J. & Middaugh, E. (2013) Digital Media Shapes Youth Participation in Politics. Phi Delta Kappan. 94(3), 52-56.
Kahne, J., Feezell, J., & Lee, N. (2012). Digital Media Literacy Education and Online Civic and Political Participation. International Journal of Communication 6, 1-24.
Cohen, C., Kahne, J, Bowyer, B., Middaugh, E., and Rogowski J. (2012). Participatory Politics:
New Media and Youth Political Action. Youth and Participatory Politics Research Network. Oakland, CA. June 2012. http://ypp.dmlcentral.net/sites/all/files/publications/YPP_Survey_Report_FULL.pdf
Kahne, J., Ulman, J., & Middaugh, E. (2011). Digital Opportunities for Civic Education.
Washington, DC: American Enterprise Institute. Reprinted in Campbell, D.E., Levinson, M. and Hess, F.M. eds. (2012). Making Civics Count: Citizenship Education for a New Generation. Cambridge, MA: Harvard Education Press. (pp. 207-228).
Kahne, J., Middaugh, E., Lee, N, Feezell, J. (2011). Youth Online Activity and Exposure to Diverse Perspectives. New Media and Society, 14(3), 492-512.
Kahne, J. and Middaugh, E. (2009). Democracy for Some: The Civic Opportunity Gap in High School. In Youniss, J. and Levine, P. eds. Engaging Young People in Civic Life. Nashville, TN: Vanderbilt University Press.
Earlier version published as: Working Paper #59. Washington, DC: The Center for Information and Research on Civic Learning (CIRCLE).
Middaugh, E. & Kahne, J. (2009). Online Localities: Implications for Democracy and Education. Yearbook of the National Society for the Study of Education, 108(1), 234-266.
Kahne, J. and Sporte, S. (2008). Developing Citizens: The Impact of Civic Learning
Opportunities on Students’ Commitment to Civic Participation. American Educational Research Journal, 45(3), 738-766.
Kahne, J., Middaugh, E., and Evans, C. (2009). The Civic Potential of Video Games. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge. MIT Press.
Lenhart, A. , Kahne, J, Middaugh, E., Macgill, A., Evans, C., Vitak, J. (2008). Teens, Video
Games, and Civics. A joint publication of the Pew Internet and American Life Project and the MacArthur Foundation. Available at: http://www.civicsurvey.org/PIP_Teens_Games_and_Civics_Report_FINAL.pdf
Kahne, J., Sporte, S., De la Torre, M., and Easton, J. (2008). Small high schools on a larger scale: The impact of school conversions in Chicago. Educational Evaluation and Policy Analysis, 30(3), 281-315.
Kahne, J. and Middaugh, E. (2008). High Quality Civic Education: What It Is and Who Gets It.
Social Education. 72(1), 34-39.
Rogers, John, Joseph Kahne, and Ellen Middaugh. 2008. “Multiple Pathways and the Future of Democracy.” In Beyond Tracking: Multiple Pathways to College, Career, and Civic Participation, ed. J. Oakes and M. Sauders. Cambridge, MA: Harvard Education Press.
Kahne, J., Sporte, S., De la Torre, M., and Easton, J. (2006). Small Schools on a Larger Scale: The First Three Years of the Chicago High School Redesign Initiative. Consortium on Chicago School Research, University of Chicago.
Kahne, J. & Middaugh, E. (2006). Is Patriotism Good for Democracy? A Study of High School Seniors’ Patriotic Commitments. Phi Delta Kappan. 87(8). 600-607.
[Reprinted in Westheimer, J. Ed. (2007). Pledging Alegience: What Should we Teach our Children about Patriotism? New York: Teachers College Press.]
[Reprinted in Devitis, J.L. Ed. (2011). Critical Civic Literacy: A Reader New York: Peter Lang.]
Kahne, J. & Westheimer, J. (2006). The Limits of Political Efficacy: Educating Citizens for a Democratic Society. PS: Political Science and Politics. 39(2). 289-296.
Kahne, J., Chi, B., Middaugh, E. (2006). Building Social Capital for Civic and
Political Engagement: The Potential of High School Government Courses. Canadian Journal of Education. 29(2), 387-409
Kahne, J., Sporte, S. and Easton, J. (2005). Creating small schools in Chicago: An early look at implementation and impact, Improving Schools 8(1), 7-22.
Westheimer, J. & Kahne, J. (Summer, 2004). What Kind of Citizen? The Politics of Educating for Democracy, American Educational Research Journal 41 (2). Pp. 237-269.
Westheimer, J. & Kahne, J. (April, 2004). Educating the "Good" Citizen: The Politics of Teaching Democracy. PS: Political Science and Politics 37(2).
Kahne, J. & Westheimer, J. (2003). Teaching Democracy: What Schools Need to Do. Phi Delta Kappan. 85(1). Pp. 34-40, 57-66.
Westheimer, J. & Kahne, J. (2003). Reconnecting Education to Democracy: Democratic Dialogues. Phi Delta Kappan. 85(1). Pp. 9-14.
Kahne, J., Bridge, C., & O’Brien, J. (2002). Teacher Learning Counts: Improving Instruction in One Urban High School Through Comprehensive Professional Development. In Lee, V. Ed., Reforming Chicago’s High Schools: Research Perspectives on School and System Level Change. Chicago: Consortium on Chicago School Research.
Westheimer, J. & Kahne, J. (2002). Educating for Democracy, in Hayduk, R. and
Mattson, K. (Ed.s), Democracy’s Moment. New York: Rowman and Littlefield.
Kahne, J, O’Brien, J, Brown, A., & Quinn, T. (2001). Leveraging social capital and school improvement: The case of a school network and a comprehensive community initiative in Chicago. Educational Administration Quarterly, 37(4), 429-461.
Honig, M., Kahne, J., McLaughlin, M.W. (2001). School-Community connections: Strengthening opportunity to learn and opportunity to teach. In V. Richardson, (Ed.), Handbook of Research on Teaching. (4th Ed., pp. 998-1028). Washington, DC: American Educational Research Association.
Kahne, J. and Sodikoff, R. R. (2001). After-School Dreams: Valuable Lessons Emerge from a Successful Inner-City Program. American School Board Journal. 188 (9), 41-43.
Quinn, T., and Kahne, J. (2001). Wide awake to the world: Youth, community artists, and urban schools. Curriculum Inquiry. 31(1), 11-32.
Kahne, J., Nagaoka, J., Brown, A., O'Brien, J., Quinn, T., Thiede, K. (2001). Assessing after-school programs as contexts for youth development. Youth and Society, 32(4), 421-446.
Kahne, J., Rodriguez, M., Smith, B., Thiede, K. (2000). Developing citizens for democracy? Assessing opportunities to learn in Chicago’s social studies classrooms. Theory and Research in Social Studies Education. 28 (3), 311-338.
Kahne, J., Westheimer, J., and Rogers, B. (2000). Service learning and citizenship in higher education. Michigan Journal of Community Service Learning. Fall, 42-51.
Kahne, J. and Westheimer, J. (2000). Collective action, collective reflection: Preparing teachers for collective school leadership. Journal of Teacher Education.51 (5), 372-3 83.
Kahne, J., Nagaoka, J., Brown, A., O'Brien, J., Quinn, T., Thiede, K. (2000). School and after school programs as contexts for youth development: A qualitative and quantitative assessment. In M. Wang and W. Boyd (Eds.), Improving Results for Children and Families by Connecting Collaborative Services with School Reform Efforts. Greenwich, CT: Information Age Publishing.
Kahne, J. & Bailey, K. (1999). The role of social capital in youth development: The case of "I Have a Dream. Educational Evaluation and Policy Analysis. 21(3), 321-343.
[This article received the Palmer O. Johnson Award from the American Educational Research Association (AERA) for an outstanding article published in an AERA journal.]
Shipps, D., Kahne, J, Smylie, M. (1999). Asserting the center: Recentralization in Chicago's decentralized school system. Educational Policy 13(4), 518-545.
Kahne, J. (1999) Personalized Philanthropy: Can it support youth and build civic commitments? Youth and Society. 30(3), 367-387.
Kahne, J., Honig, M.I., and McLaughlin, M.W. (1998). The civic components of community youth development. New Designs for Youth Development, 14(3), 9-11,47.
[Reprinted in Community Youth Development Anthology: 2002]
Westheimer, J. & Kahne, J. (1998). Education for action: Preparing youth for participatory democracy. In W. Ayers and T. Quinn (Eds.), Teaching for social justice: A democracy and education reader. New York: New Press and Teachers College Press.
[Reprinted in “The School Field: International Journal of Theory and Research in Education.” 11(1/2), Spring/Summer 2000].
Kahne, J. & McLaughlin, M. (1998). A theory-driven study of community service programs for youth: Framing issues for policy and practice. New Designs for Youth Development, 14(1), 17-22.
Smylie, M. A., & Kahne, J. (1997). Why "what works" doesn't in teacher education. Education and Urban Society, 29(3), 355-372.
Reprinted (1996) in The Center on Education in the Inner Cities (CEIC) Review, 5(1), 4,5,7.
Kahne, J. (1996). The politics of self-esteem. American Educational Research Journal, 33(1), 3-22.
Kahne, J. & Westheimer, J. (1996). In the service of what? The politics of service learning. Phi Delta Kappan, 77(9), 592-599.
[Reprinted in Klaus, J. Ed. (1999). Community Service Learning for Youth Empowerment. Peter Lang Publishing: New York, New York.]
Kahne, J. (1996). Rethinking education for citizenship. The Responsive Community, 6(4), 6-9.
Kahne, J. (1996). Entry on Justice. In J.J. Chambliss (Ed.), Philosophy of Education: An Encyclopedia, New York: Garland Publishing.
Kahne, J. (1995). Revisiting the eight-year study and rethinking the focus of educational policy analysis. Educational Policy, 9(1), 4-23
Kelley, C. & Kahne, J. (1995). Designing effective school- linked services programs: Lessons from collaborative programs for children with disabilities. Journal of School Leadership, 5(2), 163-82.
Kahne, J. (1994). Democratic communities, equity and excellence: A Deweyan reframing of educational policy analysis. Educational Evaluation and Policy Analysis, 16 (2), 233-48.
Westheimer, J. & Kahne J. (1993). Building school communities: An experience-based model. Phi Delta Kappan, 75(4), 324-28.
[Reprinted in Annual Editions, 1995: Education. The Dushkin Publishing Group, Inc.: Guilford, CT. ]
Kahne, J., & Kelley, C. (1993). Assessing the coordination of children's services: Dilemmas facing program administrators, evaluators and policy analysts. Education and Urban Society, 25(2), 187-200.
Westheimer, J., Kahne, J., & Gerstein, A. (1992). School reform in the 90's: Opportunities and obstacles for experiential educators." The Journal of Experiential Education, 15(2), 44-49.
[Reprinted in R. Kraft & J. Kielsmeier, Eds. (1994). Experiential Learning in Schools and Higher Education. Kendall-Hunt Publishing: Dubuque, Iowa.]
McLaughlin, M., & Talbert, J. with Kahne, J. & Powell, J. (1990). Constructing a personalized school environment. Phi Delta Kappan, 72(3), 230-235.
Op-Eds, Blogs, Amicus Brief, Forwards
Kahne, J. and Rogers, J. Attacks on school board meetings are threatening democracy. Will educators help save it? Los Angeles Times, October 15, 2021.
Kahne, J., Hodgin, & Rogers, J. We must reclaim the democratic purpose of California’s schools. CAL Matters, December 8, 2020.
Rogers, J., Kahne, & Hodgin, E. Young adult voting skyrocketed in 2018. What can we do to make it happen again. National Education Policy Center. September 10, 2019.
Kahne, J. and Bowyer, B. “Growing partisanship fuels fake news – but we can stop its spread.” Blogpost published on Times Higher Education, January 27, 2017.
Bowyer, B. and Kahne, J. “When young people get involved in online communities, it leads them toward politics.” Post published October 21, 2016 on The Washington Post’s Monkey Cage blog.
Kahne, J. (March 22, 2015). Should we Teach Civics Via a Game Show? Commentary, Education Week.
Kahne, J. (October 20, 2014). “Why Getting Kids ‘College and Career Ready’ Isn’t Enough.” Answer Sheet Blog, Washington Post.
Kahne, J. (October 31, 2012). “If Teachers Moderated Presidential Debates.” Blog, Huffington Post.
Kahne, J. and Cohen, C. (July 3, 2012). “Political Pioneers or Bed Texters.” Blog, Huffington Post.
Kahne, J. (March 15, 2011). “Congress Decides Literacy is a Bridge to Nowhere.” Blog, Huffington Post.
Kahne, J. (February 23, 2011). “Is the Virtual World Good for the Real One?” Blog, Huffington Post.
Kahne, J. and Levine, P. (March 9, 2008). Youth Voting Surge Exposes Education Gap. Op-Ed
in the SF Chronicle.
Kahne, J. (November 5, 2000). Volunteerism and voting not enough to nurture democracy. Op-ed, San Francisco Chronicle. p. 7
Westheimer, J. & Kahne, J. (January 26, 2000). Service learning required – But what exactly do students learn? Education Week. Back Page Commentary.
Kahne, J. (2000). Forward. In Hellison, D., and Cutforth, N. (Eds.), Serving underserved youth through physical activity: Toward a model of University-community collaboration. Champaign, IL: Human Kinetics.
Educational Remedies for School Segregation: A Social Science Statement, Amicus Brief to the United States Supreme Court in Missouri v. Jenkins, December, 1994 (Contributing author and signatory).
[Reprinted in The Urban Review, 27, 207-233]
Education
- B.A., Economics, Wesleyan University
- M.A., Political Science, Stanford University
- Ph.D., Educational Administration and Policy Analysis,
Stanford University
Research Areas
- Democratic and Civic Education
- Social Studies and Digital Media
- Educational Reform and Policy
- Civic and Political Development