Civics and citizenship : theoretical models and experiences in Latin America /

The book is organized around four sections. The first section is an introduction to the problem of defining the scope and foundations of the development of moral personality and social engagement, in particular, the development of civic and ethical attitudes and prosocial behavior. The second sectio...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: García-Cabrero, Benilde (Editor ), Sandoval-Hernández, Andrés (Editor ), Treviño, Ernesto (Editor ), Ferráns, Silvia Diazgranados (Editor ), Martínez, María Guadalupe Pérez (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam : Sense Publishers, 2017.
Colección:Moral development and citizenship education.
Temas:
Citizenship > Study and teaching > Latin America.
Citoyenneté > Étude et enseignement > Amérique latine.
EDUCATION > Essays.
EDUCATION > Organizations & Institutions.
EDUCATION > Reference.
Citizenship > Study and teaching
Latin America
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • TABLE OF CONTENTS
  • FOREWORD
  • REFERENCES
  • SECTION 1: CIVIC EDUCATION: THEORIES AND MODELS
  • 1. CULTURE AND CIVIC COMPETENCE: Widening the Scope of the Civic Domain
  • CHALLENGING AND CHANGING DEFINITIONS: NEW CIVICS
  • NEW 'DEMOCRACY': THE ROLE OF MEDIA
  • HOW CONCEPTUALIZING 'DEMOCRACY' DIRECTS EDUCATION
  • WHAT MAKES CIVIC EDUCATION EFFECTIVE? THE CENTRALITY OF CULTURAL MODELS
  • THE COMPONENTS OF CIVIC COMPETENCE
  • Civic Knowledge and Understanding
  • Civic Skills
  • Civic Values, Motivation, and Identity
  • Civic Action
  • IMPLICATIONS
  • NOTES
  • REFERENCES
  • 2. FROM INFORMED SOCIAL REFLECTION TO CIVIC ENGAGEMENT: How to Interpret What Youth Say and Do
  • INTRODUCTION
  • PART 1: SAYING WHAT ONE MEANS
  • To Broaden a Narrow View of Civic Outcomes
  • The Limits of the Old Cognitivism and the Old Civics
  • Moving beyond Old Cognitivism: A Leap to Discourse
  • Towards Civic Engagement: The Road to and from Discourse
  • PART 2: THE MEASUREMENT AND MEANING OF INFORMED SOCIAL REFLECTION AND CIVIC ENGAGEMENT
  • Using Hypothetical Dilemmas: A History Lesson on the Evolution of Interest in Form and Function
  • Informed Social Reflection: Bridging Content and Discourse
  • Quantum Leap to Discourse: Informed Social Engagement
  • Two Steps to Form One Leap
  • PART 3: MEASURING MEANING: THE CHOICES IN CONTEXT MEASURE (CCM)
  • Which one of these three actions would you be most likely to take?
  • Going Forward: Is Everything Civic?
  • NOTES
  • REFERENCES
  • SECTION 2: COMPARATIVE POLITICS IN CIVICS IN LATIN AMERICA
  • 3. CIVIC AND ETHICAL EDUCATION IN MEXICO: From Classic Civics to the Development of Civic and Citizenship Competencies
  • INTRODUCTION
  • CONCEPTIONS OF CITIZENSHIP AND CITIZEN EDUCATION
  • Democracy and Citizenship
  • Citizen Education
  • PLOTS AND PROCESSES OF CITIZEN EDUCATION IN MEXICO.
  • Literacy and the Fight against Ignorance
  • Nationalism and National Unity
  • Citizen Education in the Political and Cultural Project of the Nation
  • Lay and Positivist Education
  • Socialist Education
  • Democratic and National Education
  • The Age of Contradictions
  • Educational Modernization and the Resurgence of Citizenship
  • Civic and Ethical Competences
  • LESSONS LEARNED: CHALLENGES AND NEW PATHS
  • A School Subject Is Not Enough to Build Citizenship
  • To Democratize School Life
  • Violence and Crisis: Narrative, History and Political Imagination
  • The Strengthening of the Moral Dimension
  • The Emotional Dimension
  • Service-Learning as a Vehicle for Citizenship Education
  • NOTE
  • REFERENCES
  • 4. CITIZENSHIP EDUCATION IN COLOMBIA: Towards the Promotion of a Peace Culture
  • INTRODUCTION
  • THE COLOMBIAN CONTEXT FOR CITIZENSHIP EDUCATION
  • A Context of Violence, a Challenge to Citizenship Education
  • The School System in Colombia
  • THE CITIZENSHIP COMPETENCIES PROGRAM
  • Standards for Citizenship
  • National Evaluation System
  • Acknowledgement and Dissemination of Good Practices
  • Support to Secretariats of Education at the Regional and Local Level
  • Teachers' Training
  • ACHIEVEMENTS, CHALLENGES AND FUTURE DIRECTIONS
  • NOTES
  • REFERENCES
  • 5. EVOLUTION OF CITIZENSHIP EDUCATION IN CHILE: Recent Curricula Compared
  • INTRODUCTION
  • CURRICULAR ORGANIZATION OF CITIZENSHIP EDUCATION
  • CITIZENSHIP EDUCATION CONTENTS IN THE HISTORY AND SOCIAL SCIENCES SUBJECT IN SECONDARY EDUCATION
  • Values and Principles Prioritized in the Curricula
  • Democratic Processes and Citizenship Participation in the Curricula
  • Political Institutions and Their Curricular Treatment
  • SUMMARY OF FINDINGS AND IMPLICATIONS FOR CURRICULAR DEVELOPMENT OF CITIZENSHIP EDUCATION
  • NOTES
  • REFERENCES.
  • 6. BUILDING CITIZENSHIP IN THE SCHOOLS OF CHILE, COLOMBIA AND MEXICO: The Role of Teacher's Practices and Attitudes
  • RELATIONSHIP BETWEEN CIVIC KNOWLEDGE, DEMOCRATIC ATTITUDES AND POLITICAL PARTICIPATION
  • ORGANIZATION AND CHARACTERISTICS OF CIVIC EDUCATION IN LATIN AMERICA
  • THE CHARACTERISTICS OF SCHOOL SYSTEM AND ITS INFLUENCE IN CIVIC EDUCATION
  • THE WEIGHT OF SOCIAL AND FAMILY CONTEXT IN CIVIC AND CITIZENSHIP EDUCATION
  • DATA AND METHODS
  • THE ROLE OF TEACHER PRACTICES AND CIVIC ATTITUDES
  • DISCUSSION AND CONCLUSIONS
  • NOTE
  • REFERENCES
  • SECTION 3: RESEARCH IN CIVICS, ETHICS AND CITIZENSHIP
  • 7. AFFECTIVE AND COGNITIVE PROCESSES AS DETERMINANTS OF CIVIC PARTICIPATION IN LATIN AMERICAN COUNTRIES
  • INTRODUCTION
  • THE CONSTRUCTION OF A DEMOCRATIC CITIZENSHIP: RECENT THEORETICAL APPROACHES
  • THE ICCS
  • THE CONTEXT
  • THE STUDY
  • The Purpose
  • Sample
  • Research Question
  • Data Analysis
  • Outcome Variable
  • Explanatory Variables
  • DISCUSSION
  • REFERENCES
  • APPENDIX 1. DESCRIPTION AND DESCRIPTIVE STATISTICS FOR THE VARIABLES INCLUDED IN THE MODELS
  • 8. THE CIVIC COMPETENCE GAPS IN CHILE, COLOMBIA AND MEXICO AND THE FACTORS THAT ACCOUNT FOR THE CIVIC KNOWLEDGE GAP: Evidence from the 2009 International Civic and Citizenship Education Study (ICCS)
  • INTRODUCTION
  • THE COMPETENT CITIZEN AND APPROACHES TO CIVIC AND CITIZENSHIP EDUCATION
  • WHAT EXPERIENCES AND CONTEXTS ARE ASSOCIATED WITH CIVIC COMPETENCE?
  • Students from Less Affluent and Less Educated Families Have Less Civic Knowledge Than Their More Wealthy and Educated Counterparts
  • Schools Maintain and Reinforce the Social Inequality That Originates at Home
  • CIVIC AND CITIZENSHIP EDUCATION IN CHILE, COLOMBIA AND MEXICO
  • Chile
  • Colombia
  • Mexico
  • THE PRESENT STUDY: THE CIVIC COMPETENCE GAPS IN CHILE, COLOMBIA AND MEXICO
  • METHOD
  • Participants
  • MEASURES.
  • Outcomes
  • Key Predictor
  • Covariates
  • Analytic Strategy
  • RESULTS
  • Regression Results: A Taxonomy of Models for the Relationship of Civic Knowledge and SES
  • DISCUSSION
  • The Civic Competence Gaps in Chile, Colombia and Mexico
  • The Factors That Are Associated with the Civic Knowledge Gap
  • Limitations and Future Research
  • NOTE
  • REFERENCES
  • 9. AULAS EN PAZ (CLASSROOMS IN PEACE): Citizenship Competencies for Peace
  • WHAT IS AULAS EN PAZ?
  • CONTRIBUTION OF AULAS EN PAZ TO EDUCATIONAL POLICIES
  • A BRIEF HISTORY OF IMPLEMENTATION
  • EVALUATIONS OF AULAS EN PAZ
  • SUSTAINABILITY AND THE FUTURE OF THE PROGRAM
  • REFERENCES
  • SECTION 4: SUCCESSFUL PRACTICES IN CIVIC EDUCATION
  • 10. DEVELOPING PEDAGOGICAL AND DEMOCRATIC CITIZENSHIP COMPETENCIES: "Learning by Participating" Program
  • GENERAL OVERVIEW
  • INTRODUCTION
  • Contextual Background
  • Inequality of Educational Opportunities in Mexico
  • The State of Democracy and Democratic Citizenship Education in Latin America
  • Education Policies in Mexico
  • DESCRIPTION OF THE CREATION AND DEVELOPMENT OF THE PROGRAM
  • Design Phase
  • Initial Implementation and Process and Outcome Evaluation
  • Expansion and Consolidation of Implementation
  • CONCEPTUAL FRAMEWORK
  • DESCRIPTION OF THE PROGRAM
  • Target Audience
  • Program Structure
  • Program Theory of Change, Procedure and Expected Results
  • Foundation to Achieve Results
  • Expected Results
  • Teacher Pedagogical Competencies
  • Student Democratic Citizenship Competencies
  • Curriculum and Didactic Strategy
  • Evaluation of Learning and Ongoing Assessment
  • Challenges the Program Has Met
  • Specific Nature of the Program Compared to Other Teacher Training Programs
  • SUSTAINABILITY OF THE PROGRAM
  • RESEARCH AND EVALUATION ON PROGRAM EFFECTIVENESS
  • Evaluation System of the Program
  • Results
  • Final Note
  • NOTES
  • REFERENCES.
  • APPENDIX 1. BRIEF DESCRIPTION OF PARTICIPATORY METHODOLOGY
  • APPENDIX 2. COMPARISON BETWEEN A TRADITIONAL-APPROACH PROJECT AND A PARTICIPATORY PROJECT
  • 11. GOOD PRACTICES ON CIVIC ENGAGEMENT IN CHILE AND THE ROLE OF PROMOTING PROSOCIAL BEHAVIORS IN SCHOOL SETTINGS
  • INTRODUCTION
  • FROM THEORY TO PRACTICE: THE ROLE OF SCHOOLS ON CIVIC ENGAGEMENT IN CHILE
  • SERVICE-LEARNING PROGRAMS AND CIVIC ENGAGEMENT
  • SERVICE-LEARNING IN CHILE: THE CASE OF THE PUC
  • THE ROLE OF PROSOCIAL BEHAVIORS AS PRECURSORS OF YOUTH CIVIC ENGAGEMENT
  • PROMOTING PROSOCIAL BEHAVIORS IN SCHOOL SETTINGS
  • THE CEPIDEA PROGRAM (IMPLEMENTATION IN ITALY AND COLOMBIA)
  • A CURRENT PROPOSAL FOR CHILE: THE PROCIVICO PROGRAM
  • THE PROCIVICO PROGRAM AND ITS THEORETICAL BACKGROUND
  • GOING BEYOND PROSOCIALITY: THE NEED FOR SOCIAL COHESION
  • THE IMPLEMENTATION OF THE PROCIVICO PROGRAM
  • NOTES
  • REFERENCES.

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