In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies.

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#NeverAgainMSD 学生激进主义：民主危机时代激进主义政治教育的教训

在本文中，凯瑟琳·奈特·阿博维茨 (Kathleen Knight Abowitz) 和丹·马姆洛克 (Dan Mamlok) 根据基于 2018 年佛罗里达州帕克兰斯通曼道格拉斯高中 (Stoneman Douglas High School) 大规模枪击事件以及随后幸存者的激进主义事件的案例研究，考虑了激进主义政治教育的论点。我们用这个案例来检验公民的主动性表达，并通过杜威式交易沟通的镜头结合表达的批判性概念来提出构建主动性政治的论点。在这种情况下，一个重要的教训是公民学习的重要性，即优先挑战政治现状，同时努力在更公正的基础上重建新的政治关系。作者认为，主动知情政治教育的结局应该是帮助学生，作为现在和未来的公民，重建现有的政治条件。Knight Abowitz 和 Mamlok 最后提出了四个知识和能力领域的建议，这些领域可以有效地塑造激进的公民教育工作：政治教育、生活公民、批判性政治素养和批判性数字素养。