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A well-rounded education is the foundation for a just and equitable society.

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A well-rounded education is the foundation for a just and equitable society.

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Civic education is the key to a just democracy.

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Civic education is the key to a just democracy.

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Humanities education is essential for fostering critical thinking and democratic participation.

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Access to education should be equitable to ensure all citizens have the opportunity to contribute to society.

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Inequalities in education undermine democracy and must be addressed to create a just society.

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Education should not focus solely on vocational skills but also on "participatory readiness," the ability to engage in civic life and assess the political sphere (Allen 9).

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Allen argues that basic education should include civic education, which is crucial for preparing individuals for participating in political decisions. Civic education equips students with the tools to function as civic participants, teaching them rudimentary literacy, calculating, and verbal skills.

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Allen refers to French economist Thomas Piketty's Capital in the Twenty-First Century (2014), noting that the "diffusion of knowledge" is key to reducing inequality (Allen 3).

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Allen argues that societal inequalities are often a direct result of political decisions. Economic disparities, she claims, stem from deliberate government decisions. This supports Allen's view that achieving economic equality requires a focus on political equality, as these issues are intrinsically dependent on each other. According to Allen, education plays a crucial role in bridging these gaps by promoting political engagement and economic fairness. Without civic education, individuals may lack the awareness needed to challenge the systems that reinforce inequality.

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Allen maintains that society has lost sight of the ideal citizen—one who engages in "disinterested deliberation," activism, and fair political actions (Allen 11).

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Allen advocates for an educational system that embraces participatory readiness and cultivates future leaders, activists, and politicians. A competent civic agent engages in public problems in impartially and free of bias, undertakes prophetic work or frame-shifting to influence public values, and passionately fights for a cause. She connects these three competencies, which define civic agency, to the liberal arts, reinforcing the importance of a civic- and humanities-based education.

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Allen also argues that "economic inequality is an outgrowth of politics" (Allen 10).

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Rather than focusing on technical skills, Allen stresses that education should prioritize participatory readiness, gearing citizens toward active engagement in democracy and public issues. Allen believes that citizens should be well-educated and capable of engaging in public life thoughtfully and ethically.

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Allen echoes Piketty's view that the diffusion of knowledge, the spread of information or ideas throughout a population, is essential to reducing inequality. She contends that all individuals, regardless of class, should have access to education that prepares them for civic participation, making political, social, and economic equality more achievable. This supports the idea that expanding access to high-quality education is essential to giving all individuals an opportunity to fully participate in society as civic agents and contribute to a more just society.

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"It is not that civic education is incompatible with professional training, but...many parents—including low-income parents, whose children are most likely to see their civic education shortchanged—have narrowed their focus exclusively to the economic field" (Allen 10).

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Allen states that the focus on economic opportunities has caused policymakers, education specialists, and low-income parents to overlook widespread societal inequalities. She suggests that low-income students are disproportionately overlooked in the education system, as educators and policymakers have prioritized vocational training, leaving no room for civic education. The vocational paradigm centers around preparing students for the workforce, limiting their preparation for civic engagement. Allen advocates for a shift toward a participatory paradigm that consists of a well-rounded education, which she believes could mitigate such inequalities.