Reimagining Students as Active Citizens: A Shift in Higher Education

The article advocates redefining students as engaged citizens within higher education, fostering active participation and community responsibility over a transactional mindset.

REIMAGINING STUDENT IDENTITY

In the ongoing conversation about the framework of higher education, Christine M. Nowik calls for a significant shift in perspective—viewing students not as customers or clients, but as engaged citizens actively shaping their communities.

This transformative approach could redefine the role of students, positioning them as vital contributors to society instead of passive recipients of information.

In his essay “A Better Metaphor: The Student as Client,” Keith B. Murray introduces the idea that seeing students as clients is an improvement over the antiquated view of them as mere customers.

He believes this client-centric approach highlights the importance of professionalism while also upholding academic integrity.

However, even this perspective falls short; it fails to capture the profound impact education can have on an individual’s development.

Nowik argues for a resurgence of the student-as-citizen metaphor, affirming that it aligns with the core objectives of higher education.

Historically, colleges and universities have striven to cultivate civic responsibility in their students, preparing them for active participation in democracy and the pursuit of the common good.

Visionaries like John Dewey and Alexander Meiklejohn emphasized this civic engagement, a principle that has waned amid the current drive for market-driven education.

By reinstating the idea of students as citizens, we can reemphasize the civic mission of education—a mission that is more important than ever in today’s complex society.

REINFORCING CITIZENSHIP

While the client metaphor signifies progress by prioritizing professionalism and long-term academic goals, it ultimately reduces education to a transactional relationship.

This viewpoint illustrates professors as service providers and students as consumers, where the weight of authority lies heavily on the instructor, leaving students with a passive role.

This client-centric paradigm inadvertently undermines the active participation of students in their educational journeys.

It emphasizes what is delivered to them rather than recognizing the valuable contributions they can make to the learning environment.

Consequently, while professionalism is a key aspect of the client-professor dynamic, it remains ensnared within a framework that overlooks the broader societal ramifications of education.

Historically, education has been viewed as preparation for civic involvement—an idea championed by Dewey, who argued that education’s purpose is to prepare individuals for meaningful democratic participation, rather than merely equipping them with credentials for personal use.

The current focus on individual results tends to obscure this vital mission, rendering educational experiences into transactional exchanges.

By framing students as citizens, we shift the emphasis toward engagement, responsibility, and community involvement, moving beyond mere passivity and commodification.

IMPLEMENTING CITIZENSHIP IN EDUCATIONAL SETTINGS

Reimagining students as citizens breathes new life into a long-standing higher education tradition.

Citizenship signals a commitment to a shared community where the balance of rights and responsibilities is paramount.

In this refreshed framework, students emerge as active participants in a collaborative learning environment instead of just clients of the institution.

Being a citizen involves engagement, critical assessment, and collaborative creation.

For students, this means immersing themselves in intellectual exploration, embodying ethical conduct, and contributing positively to their educational community.

In turn, educators are challenged to cultivate an environment that empowers students to take ownership of their learning journeys, recognizing these efforts as part of a broader commitment to societal well-being.

Embracing diversity is central to this model of citizenship, as it mirrors the reality of modern higher education.

Historically, access to educational opportunities and the civic roles they entail have been hindered by factors such as race, gender, and socioeconomic status.

Today, prioritizing inclusion is not just a moral obligation; it also enhances the academic community, allowing the insights and contributions of all students to flourish.

This aligns with Meiklejohn’s vision of experimental education, which aimed to prepare individuals for active participation in democracy while recognizing that diverse perspectives are crucial for genuine collaboration.

Bringing the student-as-citizen concept to life starts with higher education institutions clearly communicating the principles of academic citizenship during admissions and orientation.

Students need to understand that their involvement is vital to the learning community, reinforcing their role as stewards of their education.

This mindset encourages a culture of intellectual curiosity and a sense of responsibility for both their personal growth and that of the community.

Faculty members must also embrace this shift.

Educators who have traditionally centered their authority within the classroom should start viewing themselves as facilitators, guiding students in a collaborative learning atmosphere.

This transition does not mean lowering academic standards; instead, it emphasizes redesigning educational settings to promote collaborative knowledge creation.

To enhance classroom dynamics, educators might foster environments that encourage dialogue and teamwork, mirroring the collaborative elements integral to civic engagement.

Assignments could be tailored to tackle real-world challenges, linking course material with societal issues.

Assessments could also expand to recognize student contributions to the collective learning experience, incorporating peer evaluations, group projects, or community service efforts.

Adopting this redefined perspective would require significant institutional reforms.

Policies would need to reflect the values of citizenship, promoting shared responsibility rather than transactional relationships.

Course evaluations might include questions about how students view their roles within the learning community and the extent to which courses encourage meaningful engagement.

Faculty development programs could focus on strategies to enhance student agency and community connections.

Additionally, viewing students as citizens calls for a reevaluation of the societal roles of higher education institutions.

Schools should deepen their commitment to public engagement, positioning themselves as both educational and civic hubs.

Collaborations with local organizations, service-learning opportunities, and projects aimed at applying knowledge to solve social issues could become essential components of the academic experience.

To fully embrace the student-as-citizen approach, higher education institutions should operate as genuine communities that recognize faculty and staff as citizens involved in defining collective goals.

Reintroducing shared governance models could enhance accountability and foster collaboration within the institution.

As Dewey asserted, education thrives when it embodies democratic values, fostering mutual respect, teamwork, and shared responsibility.

While Murray aptly critiques the client mindset and suggests a more professional interpretation of the student-faculty relationship, we must ultimately move beyond the client model to unlock the true potential of education.

The student-as-citizen concept captures the reciprocal, participatory spirit of learning and aligns with the broader democratic mission of higher education.

Reinstating this vision creates a clear pathway forward: institutions can cultivate an environment where students view education as a collective endeavor rather than a simple exchange, empowering them to become leaders not only in their careers but also within their communities.

This reimagining invites us to collectively reflect on our responsibilities within both academic and civic contexts, ensuring that our progress toward inclusion remains integral to the enriched understanding of citizenship.

Christine M. Nowik serves as the chair of the English department at HACC, Central Pennsylvania’s Community College.

She has contributed to collaborative works exploring alternative assessment practices in higher education and analyzing changes in grading during the COVID-19 pandemic.

Source: Insidehighered