Socio-historical foundations of citizenship practice: after social revolution in Portugal

Fishman, Robert M.; Cabral, Manuel Villaverde

doi:10.1007/s11186-016-9281-z

Cited by 5 publications

(1 citation statement)

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“…Stoer and Dale (1999) showed how the effect of the Carnation Revolution within the educational system led teachers to focus on developing students’ creativity and autonomy. More recent empirical work confirms that the effects of the Revolution, and the social movements which appeared in its aftermath, shaped the educational system and individual civic practice (Fishman and Lizardo, 2013; Fishman and Cabral, 2016). We need to determine whether there were effects within families leading to the emphasis on sentimental individualism which was evident in the parenting recalled by Portuguese graduates.…”

Section: Next Steps Within the Political Economy Paradigmmentioning

confidence: 96%

Parents, individualism and education: three paradigms and four countries

Fevre

Guimarães²,

Zhao

2020

Review of Education

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The UN Convention on the Rights of the Child (1989) is an important indicator of the increased global importance of education. It defines the goal of education at the level of the child rather than the state, the community or household. The requirement that each child be treated as an individual who can expect to see their 'personality, talents and mental and physical abilities' fully developed, is an example of the individualism which features in three important theoretical paradigms for understanding the rise of education and training. We compare accounts of the global growth of education produced by functionalism, neoinstitutionalism and political economy with the help of qualitative research on children's experience of parental influences. The research is drawn from semi-structured interviews with millennial graduates in Portugal, Singapore, the United Kingdom, and the United States. It reveals weaknesses in the paradigms which are related to the way each theorises individualism and the role it plays in parental influence on education. The functionalist and neoinstitutionalist conceptions of individualism limit the usefulness of these paradigms for understanding changes in the way families around the world prepare children for education. The political economy paradigm is more promising; however, an approach which identifies only one, neoliberal, version of individualism has limited purchase on international differences in parental influences and the way these influences are changing. An approach which can draw on the contrast between a cognitive individualism associated with neoliberalism, and sentimental individualism which originates in social movements, is more promising.

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Section: Next Steps Within the Political Economy Paradigmmentioning

confidence: 96%