Building Citizenship in the Schools of Chile, Colombia and Mexico

Treviño, Ernesto; Béjares, Consuelo; Villalobos, Cristóbal; Naranjo, Eloísa

doi:10.1007/978-94-6351-068-4_6

Cited by 4 publications

(6 citation statements)

References 26 publications

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“…So, small-scale contexts do not seem to be more relevant in the conceptions of the teachers interviewed as they are more influenced by large-scale contextual issues that affect them all (political disenchantment, corruption, economic crisis, etc.) This result contrasts with studies on civic knowledge of students, where the school context has relevance, at least in Chile (Treviño et al 2017).…”

Section: Conclusion and Discussioncontrasting

confidence: 88%

“…As is well known, in practice many other factors interfere with the teaching process, such as the educational activities, the formal curriculum, the hidden curriculum, or even the educational and socio-economic contexts the teachers reside in (Evans 2006;Muñoz-Labraña, Martínez-Rodríguez, and Muñoz-Grandón Muñoz 2016). But we believe that the role of teachers is crucial in the citizen formation of students (Treviño et al 2017), and that the teachers' conceptions of citizenship influence their approach and their focus in terms of the curriculum (Lee and Fouts 2005;Walkington and Wilkins 2000).…”

Section: Conclusion and Discussionmentioning

confidence: 93%

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What Does It Mean to Be a Citizen? A Comparative Study of Teachers' Conceptions in Spain and Chile

Martínez-Rodríguez

Agustí

Labraña

2019

EAC

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The aim of our research has been to analyse the conceptions of citizenship held by history teachers in secondary schools in Spain and Chile, while at the same time relating these to their perceptions of the socio-political and socio-economic contexts of their countries. The study compares the conceptions of teachers from these two countries which share a similar recent history and have both experienced strong movements of popular protest and political detachment. The methodology was qualitative and made use of semi-structured interviews. The study analysed dialogues from 70 teachers, 35 in each country. The initial results indicate a predominance of moral and participatory conceptions of citizenship, to the detriment of legal or identity-based conceptions. The controversial political, social and economic context of both countries within which the interviews were conducted is a key factor to understanding the teachers’ perspectives on their conceptions and the meaning of these.

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Section: Conclusion and Discussioncontrasting

confidence: 88%

Section: Conclusion and Discussionmentioning

confidence: 93%

What Does It Mean to Be a Citizen? A Comparative Study of Teachers' Conceptions in Spain and Chile

Martínez-Rodríguez

Agustí

Labraña

2019

EAC

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“…A second issue is the association between the socioeconomic context and students' results in civic knowledge, values, and attitudes. Studies consistently show significant associations between socioeconomic and civic knowledge, at both the individual and school levels (Collado et al 2015;Schulz et al 2010;Schulz et al 2011;Treviño et al 2016Treviño et al , 2017. Diazgranados and Sandoval-Hernández (2017) based on ICCS 2009 results report the existence of civic socioeconomic gaps in Chile, Colombia, and Mexico which, according to the authors, threaten the legitimacy of democratic systems.…”

Section: The Use Of Cived/iccs In Research and Academic Discussionmentioning

confidence: 97%

“…Street protests and strikes in schools have been regular practices since then. The rise of these new forms of political participation has been accompanied by lower turnout rates and decreased interest in participation in traditional/institutional politics (Castillo et al 2014; Programa de las Naciones Unidas para el Desarrollo [PNUD] 2009;Treviño et al 2017). These phenomena are especially obvious among young people, although they are not exclusive to this group.…”

Section: Broad Social and Political Transformations In Chile (1989-2018)mentioning

confidence: 99%

The Influence of International Civic and Citizenship Studies on Education in Chile

Osorio

Valdivieso

2021

Influences of the IEA Civic and Citizenship Education Studies

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This chapter addresses the participation of Chile in IEA's Civic Education Study (CIVED), International Civic and Citizenship Education Study (ICCS) 2009, and ICCS 2016. Participation in these civic studies has influenced civic education in the country in different ways. First, it contributed to educational discourse by providing relevant evidence on students' knowledge and attitudes. Second, it served as an input that triggered curricular revisions and modifications in the last 20 years. Third, it shaped a research community in the field. Key to these contributions have been both the results of the studies and their assessment frameworks. These elements set a common language in educational discourse and provided evidence that serves as a foundation for further discussions.

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“…Otro paquete de estudios, explotaron intensamente los datos de la primera ronda de evaluaciones del ICCS mostrando un importante conjunto de hallazgos que incluyó análisis sobre factores que influyen en el desarrollo de competencias ciudadanas, el papel de los docentes y las relaciones entre las prácticas democráticas escolares y el entorno democrático de la sociedad (García-Cabrero, Sandoval-Hernández y Pérez Martínez, 2017; Miranda, Castillo y Cumsille, 2018; Miranda, Castillo y Sandoval-Hernández, 2020; Treviño et al, 2017).…”

Section: Revisión De La Literaturaunclassified

Educación Cívica y Actitudes Democráticas en Estudiantes de Educación Secundaria en el Perú

Cuenca¹,

Urrutia²

2020

RIEJS

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La educación cívica es una parte fundamental en los sistemas educativos de los países y especialmente importante en un contexto de democracias con muchos retos y cambios. En el Perú, la investigación sobre el tema se ha limitado a la dimensión educativa de la formación cívica y no en su logro educativo ni en su relación con las actitudes democráticas. El objetivo de este artículo es hallar el efecto del conocimiento de contenidos de educación cívica en las actitudes democráticas de estudiantes peruanos de educación secundaria controlando por distintas variables. Con ese objetivo se estima un modelo de regresión multinivel considerando al estudiante y a la escuela, junto con un modelo de probabilidad, para explorar los determinantes del interés del estudiante en la política, utilizando los datos de la evaluación ICSS 2016. Los resultados indican que el conocimiento cívico es un predictor importante en casi todas las actitudes democráticas, pero tiene menos impacto que el género y el interés en la política (del estudiante y de la madre). Tan solo en el caso de las variables de tolerancia social e institucionalidad, el puntaje de conocimiento cívico es uno de los predictores más importantes. Asimismo, se descarta una relación entre el interés del estudiante en la política y el puntaje de conocimiento cívico, esta última no es significativa para explicar dicho interés.

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Building Citizenship in the Schools of Chile, Colombia and Mexico

Cited by 4 publications

References 26 publications

What Does It Mean to Be a Citizen? A Comparative Study of Teachers' Conceptions in Spain and Chile

What Does It Mean to Be a Citizen? A Comparative Study of Teachers' Conceptions in Spain and Chile

The Influence of International Civic and Citizenship Studies on Education in Chile

Educación Cívica y Actitudes Democráticas en Estudiantes de Educación Secundaria en el Perú

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