The Harvard Graduate School of Education's Civic and Moral Education Initiative (CMEI) 
fosters a thriving intellectual community around the themes of civic and moral education.

Selected Publications

Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice
Seider, S., & Graves, D. (2020). Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (pp. 248) . Harvard Education Press. Publisher's VersionAbstract
Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves
Education and Equality
Allen, D. (2016). Education and Equality (pp. 160) . Chicago, The University of Chicago Press. Publisher's VersionAbstract
American education as we know it today—guaranteed by the state to serve every child in the country—is still less than a hundred years old. It’s no wonder we haven’t agreed yet as to exactly what role education should play in our society. In these Tanner Lectures, Danielle Allen brings us much closer, examining the ideological impasse between vocational and humanistic approaches that has plagued educational discourse, offering a compelling proposal to finally resolve the dispute. 
           
Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education’s trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
Democratic Discord in Schools: Cases and Commentaries in Educational Ethics
Levinson, M., & Fay, J. (2019). Democratic Discord in Schools: Cases and Commentaries in Educational Ethics (pp. 320) . Cambridge, Harvard Education Press. Publisher's VersionAbstract
Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation.
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