A Cooperative Experience to Promote Innovation of Citizenship Education in Elementary Schools in Chile

Authors

  • Daniel Rios PhD, Department of Education, Universidad de Santiago de Chile, Santiago
  • Catherine Flores PhD, Department of Education, Universidad de Santiago de Chile, Santiago, Chile
  • David Herrera MSc, Department of Education, Universidad de Santiago de Chile, Santiago, Chile

DOI:

https://doi.org/10.18662/rrem/81

Keywords:

educational innovation, citizenship education,

Abstract

This paper analyzes the results of the cooperative work done by university faculty, schoolteachers and a ministry‟s technical team in an attempt to promote innovation on citizenship education. The work consisted on designing units of instruction on citizenship education in three subject matter curricula. These units of instruction were then applied in ten low socio-economic urban public schools in Santiago, Chile. The participants were 30 fifth grade teachers. A qualitative approach was applied which considered a collective case study. Class observations were conducted. The main results showed that: (a) teaching was directed to make learning about citizenship education more relevant to students, (b) teaching was directed to develop student´s agency and empowerment; (c) content class connected in-school learning to out-of school living; and monitoring progress is performed in a very constrained manner.

References

Badia, A., & García, C. (2006). Incorporación de las TIC en la enseñanza y el aprendizaje basados en la elaboración colaborativa de proyectos [Incorporation of ICT in teaching and learning based on the collaborative development of projects]. Revista de Universidad y Sociedad del ConocimientoUNESCO, 3(2), 42-54. doi:10.17227/20271034.vol.0num.0bio-grafia12.20

Bauman, Z. (2009). En busca de la política [In search of politics]. Buenos Aires, Argentina: Fondo de Cultura Económica.

Callahan, R. M., Muller, C., & Schiller, K. S. (2010). Preparing the next generation for electoral engagement: Social studies and the school context. American Journal of Education, 116(4), 525-556. doi:10.1086/653627

Coleman, S. (2014). Citizenship ant the speaking subject. Citizenship studies, 18(3-4), 408-422. doi:10.1080/13621025.2013.820392

Consejo Asesor Presidencial Contra los Conflictos de Interés, el Tráfico de Influencias y la Corrupción (CAPCCITIC). (2015). Final report. Retrieved from http://consejoanticorrupcion.cl/lanzamiento- final/

Denzin, N., & Lincoln, Y. (2011). The SAGE Handbook of Qualitative Research. London, UK: SAGE.

Espínola, V. (2005). Educación para la ciudadanía democrática en un mundo globalizado: una perspectiva comparativa [Education for democratic citizenship in a globalized world: a comparative perspective]. New York, USA: BID.

Fishman, G., & Haas, E. (2012). Beyond idealized citizenship education: embodied cognition, metaphors and democracy. Review of Research in Education, 36(1), 169-196. doi:10.3102/0091732x11420927

Flick, U., Von Kardorff, E., & Steinke, I. (2004). A companion to qualitative research. London, UK: SAGE Publications.

Galston, W. (2001). Political knowledge, political engagement and civic education. Annual Review of Political Science, 4(1), 217-234. doi:10.1146/annurev.polisci.4.1.217

Galston, W. (2004). Civic education and political participation. Political Science and Politics, 37(2), 263-266. doi:10.1017/s1049096504004202

Haynes, M. (2011). A system approach to building a world-class teaching profession: The role of induction. Policy brief. Washington, D.C., USA: Alliance for Excellent Education.

Hargreaves, A. (2003). Enseñar en la sociedad del conocimiento [Teach in the knowledge society]. Madrid, Spain: Octaedro.

Huddleston, T., & Kerr, D. (2005). Citizenship CPD Handbook. London, UK: John Murray.

The IEA International Civic and Citizenship Study (ICCS). (2010). Estudio internacional de educación cívica y formación ciudadana ICCS 2009 [International study of civic education and civic education ICCS 2009]. Santiago, Chile: MINEDUC-ACER-INFER.

Isaac, M. M., Maslowski, R., & Van der Werf, G. (2011). Effective civic education: An educational effectiveness model for explaining students‟ civic knowledge. School Effectiveness and School Improvement , 22(3), 313-333. doi:10.1080/09243453.2011.571542

Johnson, D., & Johnson, R. (2004). Assessing students in groups. Promoting group responsibility and individual accountability. Thousand Oaks, USA: Corwin Press.

Kerr, D. (2015). Ciudadanía a nivel nacional, regional e Internacional: Una revisión de enfoques, investigaciones y debates [National, regional and international citizenship: A review of approaches, investigations and debates]. In C. Cox & J. C. Castillo (Eds.), Aprendizaje de la ciudadanía. Contenidos, experiencias y resultados [Learning citizenship. Contents, experiences and results] (pp. 111- 141). Santiago, Chile: Ediciones UC.

Kymlicka, W., & Norman, W. (1997). El retorno del ciudadano. Una revisión de la producción reciente en teoría ciudadana [The return of the citizen. A review of recent production in citizen theory]. Ágora, 7(1), 5-42. Lin, A. (2015). Citizenship education in American school and its role in developing civic engagement: A review of the research. Educational Review, 67(1), 35-63. doi:10.1080/00131911.2013.813440

Marshall, C., & Rossman, G. (2011). Designing qualitative research. London, UK: SAGE. Ministerio de Educación (MINEDUC). (2016a). Orientaciones para la elaboración del Plan de Formación Ciudadana [Guidelines for the preparation of the Citizen Training Plan]. Santiago, Chile: MINEDUC.

Ministerio de Educación (MINEDUC). (2016b). Orientaciones curriculares para el desarrollo del Plan de Formación Ciudadana [Curricular guidelines for the development of the Citizen Training Plan]. Santiago, Chile: MINEDUC.

Ministerio de Educación (MINEDUC). (2013). Bases Curriculares de Enseñanza Básica 2013 [Curricular bases of Basic Education 2013]. Santiago, Chile: MINEDUC.

Ministerio de Educación (MINEDUC). (2012). Bases Curriculares de Enseñanza Básica 2012 [Curricular bases of Basic Education 2012]. Santiago, Chile: MINEDUC.

Ministerio de Educación (MINEDUC). (2009a). Ajuste Curricular. Principales énfasis y modificaciones curriculares para continuar fortaleciendo el aprendizaje de los alumnos y alumnas del país [Curricular adjustment. Main emphasis and curricular modifications to continue strengthening the learning of the students of the country]. Santiago, Chile: MINEDUC.

Ministerio de Educación (MINEDUC). (2009b). Propuesta ajuste curricular. Objetivos fundamentales y contenidos mínimos obligatorios. Historia, geografía y ciencias sociales [Proposal for curricular adjustment. Fundamental objectives and minimum mandatory contents. History, geography and social sciences]. Santiago: MINEDUC.

Neiman, G., & Quaranta, G. (2006). Los estudios de caso en la investigación sociológica [Case studies in sociological research]. In I. Vasilachis (Coord.), Estrategias de investigación cualitativa [Qualitative research strategies] (pp. 213- 237). Barcelona, Spain: Gedisa.

Osler, A., & Starkey, H. (2006). Education for democratic citizenship: A review of research, policy and practice 1995-2005. Research Papers in Education, 21(4), 433-466. doi:10.1080/02671520600942438

United Nations Development Programme (UNDP). (2015). Condicionantes de la Participación electoral en Chile [Determinants of electoral participation in Chile]. Santiago: UNDP.

Ranson, S. (2012). School and civil society: Corporate or community gobernance. Critical studies in Education, 53(1), 29-45. doi:10.1080/17508487.2012.635670

Reimers, F. (2006). Citizenship, identity and education: Examining the public purposes of school in an age of globalization. Prospects, 36(3), 275-294. doi:10.1007/s11125-006-0009-0

Ríos, D., & Araya, E. (2016). Diseño y desarrollo de innovaciones en las escuelas. Referentes teóricos y herramientas prácticas para desarrollar innovación educativa [Design and development of innovations in schools. Theoretical references and practical tools to develop educational innovation]. Santiago, Chile: Editorial USACH.

Rönstrom, N. (2012). From globalist to cosmopolitan learning: on the reflexive modernization of teacher education. Ethics & Global Politics, 5(4), 193-216. doi:10.3402/egp.v5i4.20305

Stake, R. E. (2005). Investigación con estudio de casos [Research with case studies]. Madrid, Spain: Morata.

Tonge, J., Mycock, A., & Jeffery, B. (2012). Does citizenship education make young people better-engaged citizen? Political Studies, 60(3), 578- 602. doi:10.1111/j.1467-9248.2011.00931.x

Torney-Purta, J., Lehmann, R., Oswald, H., & Shulz, W. (2001). Citizenship and education in twenty-eigth countries. Civic knowledge and engagement al age fourteen. Amsterdam, Netherlands: IEA.

Torney Purta, J., Henry Barber, C., & Klandl, W. (2005). How teacher's preparations relates to student's civic knowledge and engagement in the United State. Analysis from the IEA study. Amsterdam, Netherlands: The International Association for the Evaluation of Educational Achievement (IEA).

Treviño, E., Béjares, C., Villalobos, C., & Naranjo, E. (2016). Influence of teachers and schools on students' civic outcomes in Latin America. The Journal of Educational Research, 110(6), 1-15. doi:10.1080/00220671.2016.1164114

Tudball, L., & Forsyth, A. (2009). Effective practice in civic and citizenship education. Sydney, Australia: Commonwealth of Australia.

UNESCO. (2015). Educación para la ciudadanía mundial [Education for world citizenship]. París, France: Ediciones UNESCO.

UNESCO. (2009). La Educación un derecho humano [Education a human right]. París, France: Ediciones UNESCO.

Downloads

Published

2018-12-21

How to Cite

Rios, D., Flores, C., & Herrera, D. (2018). A Cooperative Experience to Promote Innovation of Citizenship Education in Elementary Schools in Chile. Revista Romaneasca Pentru Educatie Multidimensionala, 10(4), 182-200. https://doi.org/10.18662/rrem/81

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now