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020 9789463510684|q(electronic book)
020 9463510680|q(electronic book)
020 |z9789463510677
020 |z9789463510660
024 7 10.1007/978-94-6351-068-4|2doi
035 (OCoLC)1002303703|z(OCoLC)1002200911|z(OCoLC)1113241918
|z(OCoLC)1122816125
037 |nTitle purchased via APUC SHEDL / ScopNet ebook agreement
|nEducation (Springer-41171)
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245 00 Civics and citizenship :|btheoretical models and
experiences in Latin America /|cedited by Benilde García-
Cabrero, Andrés Sandoval-Hernández, Ernesto Treviño-
Villareal, Silvia Diazgranados Ferráns and María Guadalupe
Pérez Martínez.
264 1 Rotterdam :|bSense Publishers,|c2017.
300 1 online resource.
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
340 |gpolychrome|2rdacc
347 text file|bPDF|2rda
490 1 Moral Development and Citizenship Education
504 Includes bibliographical references.
505 0 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.
505 8 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.
505 8 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.
505 8 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.
505 8 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.
520 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 section presents a comparative
analysis of education policies in Mexico, Chile and
Colombia, in particular the way the curricula of civic and
citizenship education is designed and implemented. The
section also describes and analyzes the way this subject
is taught in the classrooms of the primary, secondary and
high school levels in the three countries. The third
section includes the results of research projects in
Civics and Citizenship Education conducted with different
theoretical and methodological models of analysis. This
last section includes some of the best practices of Civic
Education that have been developed in Mexico, Colombia,
and Chile.
588 0 Online resource; title from PDF title page (EBSCO, viewed
September 11, 2017).
590 eBooks on EBSCOhost|bEBSCO eBook Subscription Academic
Collection - North America
650 0 Citizenship|xStudy and teaching|0https://id.loc.gov/
authorities/subjects/sh2007005899|zLatin America.|0https:/
/id.loc.gov/authorities/subjects/sh85074879-781
650 7 Citizenship|xStudy and teaching.|2fast|0https://
id.worldcat.org/fast/861932
651 7 Latin America.|2fast|0https://id.worldcat.org/fast/1245945
655 0 Electronic books.
655 4 Electronic books.
700 1 García-Cabrero, Benilde,|0https://id.loc.gov/authorities/
names/no2014001669|eeditor.
700 1 Sandoval-Hernández, Andrés,|0https://id.loc.gov/
authorities/names/no2018093104|eeditor.
700 1 Treviño, Ernesto,|0https://id.loc.gov/authorities/names/
no2008026201|eeditor.
700 1 Ferráns, Silvia Diazgranados,|0https://id.loc.gov/
authorities/names/no2018093077|eeditor.
700 1 Pérez Martínez, María Guadalupe,|0https://id.loc.gov/
authorities/names/ns2018001273|eeditor.
776 08 |iPrint version:|tCivics and citizenship : theoretical
models and experiences in Latin America.|dRotterdam, The
Netherlands ; Boston, [Massachusetts] ; Taipei, [Taiwan] :
Sense Publishers, ©2017|hxi, 254 pages|kMoral development
and citizenship education ; Volume 12|z9789463510660
830 0 Moral development and citizenship education.|0https://
id.loc.gov/authorities/names/no2011172120
856 40 |uhttps://rider.idm.oclc.org/login?url=http://
search.ebscohost.com/login.aspx?direct=true&scope=site&
db=nlebk&AN=1584279|zOnline eBook via EBSCO. Access
restricted to current Rider University students, faculty,
and staff.
856 42 |3Instructions for reading/downloading the EBSCO version
of this eBook|uhttp://guides.rider.edu/ebooks/ebsco
901 MARCIVE 20231220
948 |d20200122|cEBSCO|tEBSCOebooksacademic NEW 12-21,1-17
11948|lridw
994 92|bRID
