Transitions to democracy: the role of moral and citizenship education in Latin America

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Erratum

Acknowledgements

This Special Issue is the result of teamwork and cooperation between the co‐editors and all the contributors. We should like to thank all those who helped to realise this Special Issue:

•	The trustees of the Journal of Moral Education for full financial support for the attendance of the JME Editor and partial support for the other co‐editors and contributors at the REMCI meetings in Monterrey, México, March 2008 and in Lima, Perú, March 2009. These meetings served to establish and forward the Network as well as to facilitate discussion, translation and revision of the papers.
•	The Comité Regional Norte de la Comisión Mexicana de Cooperación con la UNESCO and Pontificia Universidad Católica del Perú, for their invaluable support of these REMCI meetings.
•	The authors of the papers and the book reviewers, most of whom wrote in English, and who were patient enough to willingly revise their work several times.
•	Mercedes Oraisón (Universidad Nacional del Nordeste, Argentina), who arranged for some of the book reviews, and Ulisses Araújo (University of São Paulo, Brazil).
•	As general translators and in respect of some papers, Susana Frisancho (Pontificia Universidad Católica del Perú) and María Cristina Moreno‐Gutiérrez (Comité Regional Norte de la Comisión Mexicana de Cooperación con la UNESCO) and, of one book review, Oscar Pain (Pontificia Universidad Católica del Perú).
•	The referees of papers, each of which was reviewed by at least two referees in addition to the co‐editors: Eduardo Aguirre‐Dávila, Universidad Nacional de Colombia; Elizabeth Aguilar‐Parra, Centro de Investigación Familiar A.C., Monterrey, México; Marvin Berkowitz, University of Missouri‐St Louis, USA; Angela Bermúdez, Northeastern University, USA; Carlos Bravo‐Arnello, Universidad Interamericana para el Desarrollo, México; Paul R. Carr, Youngstown State University USA; Luis Eugenio Espinosa‐González, Universidad de Monterrey, México; Juan Manuel Fernández‐Cárdenas, Comité Regional Norte‐UNESCO, México; María Isabel La Rosa‐Cormack, Pontificia Universidad Católica de Perú; Tristan McCowan, Roehampton University, London, UK; José Roberto Mendirichaga‐Dalzell, Universidad de Monterrey, México; Catalina Morfín‐López, Instituto Tecnológico y de Estudios Superiores de Occidente (ITESO), Guadalajara, México; Gustavo Ortiz‐Millán, Universidad Nacional Autónoma de México; Marcia Schillinger, Pädagogische Hochschule Weingarten, Germany; and Thomas Wren, Loyola University, Chicago, USA.

Notes

1. Over the last decade a new field of transdisciplinary research studies links between linguistic, cultural and biological diversity and the consequences of such interactions on both nature and culture (Maffi, 2005). This diversity should be promoted and protected.

2. This excludes countries such as Jamaica, Guyana, Belize, Surinam, Trinidad and Tobago, colonised by Britain and the Netherlands, and whose official languages are neither Spanish nor Portuguese.

3. According to CEPAL a person is considered poor when the per capita income of that person’s household is below the poverty line, i.e., the minimum income needed to meet a person’s basic needs. For indigence, the baseline is the cost of satisfying a person’s food needs only.

4. We owe the concept of ‘multiculturalism’ to Gunter Dietz. He argues that multiculturalism is a social movement of collective actors (such as ethnic groups) that try to cultivate, build and keep their own identity. At the same time these movements emphasise the value of diversity and the struggle for constructing societies that embrace diverse communities (Dietz, 2003, pp. 14–48).

5. In Latin America Criollo means a Spanish American of pure European stock.

6. In Colombia there was wide public consultation that involved a broad range of government, social and religious groups. In Brazil, the very structure of the program included community meetings in which not only the school community but parents and members of the neighbourhood where schools were located took part in choosing the curricular issues that would have priority.