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Table of Contents
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.
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.