455
Views
5
CrossRef citations to date
0
Altmetric
Articles

Teacher counter stories to a citizenship education mega policy narrative. Preparing for citizenship in Chile

References

  • Advisory Group on Citizenship. (1998). Education for citizenship and the teaching of democracy in schools. London: Qualifications and Curriculum Authority.
  • Agencia de Calidad de la Educación. (2013). Informe nacional de resultados 2013. Ampliando la mirada de la calidad educativa [National results report 2013. Broadening the view of quality education]. Santiago de Chile: Gobierno de Chile.
  • Apple, M. (2000). Official knowledge: Democratic education in a conservative age. New York, NY: Routledge.
  • Apple, M. W., & Beane, J. A. (2007). Democratic schools: Lessons in powerful education. Portsmouth: Heinemann.
  • Avalos, B. (2004). La formación de profesores y su desarrollo profesional. Prácticas innovadoras en busca de políticas. El caso de Chile [Teacher education and their professional development. Innovated practices seeking policies. The Chilean case]. In C. Cox (Ed.), Políticas educacionales en el cambio de siglo: la reforma del sistema escolar de Chile [Educational Policies at the turn of the century: the educational system reform in Chile] (pp. 559–594). Santiago: Editorial Universitaria.
  • Bellei, C. (2004). ¿Ha tenido impacto la reforma educativa chilena? [Has the Chilean educational reform had any impact?] In C. Cox (Ed.), Políticas educacionales en el cambio de siglo: la reforma del sistema escolar de Chile [Educational Policies at the turn of the century: the educational system reform in Chile]. Santiago: Editorial Universitaria.
  • Blumenfeld, D. (1995). Fidelity as a criterion for practicing and evaluating narrative inquiry. International Journal of Qualitative Studies in Education, 8, 25–35.10.1080/0951839950080104
  • Bonhomme, M., Cox, C., Tham, M., & Lira, R. (2015). La educación ciudadana escolar de Chile ‘en acto’: Prácticas docentes y expectativas de participación política de estudiantes. In C. Cox & J. C. Castillo (Eds.), Contextos, experiencias y resultados (pp. 373–425). Ediciones Universidad Católica de Chile.
  • Britzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany: State University of New York Press.
  • Brown, C. (2005).Teachers’ perceptions of citizenship in the United States. In W. O. Lee & J. Fouts (Eds.), Education for social citizenship. Perceptions of teachers in the USA, Australia, England, Russia and China (pp. 55–92). Hong Kong: University Press.
  • Carnegie Corporation of New York & CIRCLE. (2003). The civic mission of schools. New York: Carnegie Corporation of New York.
  • Carr, P. (2008). Educating for democracy: With or without social justice. Teacher Education Quarterly, 35, 117–136.
  • Cavieres, E. (2011). The class and culture-based exclusion of the chilean neoliberal educational reform. Educational Studies, 47, 111–132.10.1080/00131946.2011.554588
  • Cavieres, E. (2014a). Teachers’ experiences and teaching civic engagement beyond self-regarding individualism. Teaching and Teacher Education, 42, 1–10.10.1016/j.tate.2014.04.002
  • Cavieres, E. (2014b). La calidad de la educación como parte del problema. Educación escolar y desigualdad en Chile [Quality education as part of the problem. School education and inequality in Chilel]. Revista Brasileria de Educação, 19, 1033–1051.10.1590/S1413-24782014000900011
  • Ciuffetelli Parker, D., & Craig, C. (2015). An international inquiry: Stories of poverty–poverty stories. Urban Education, 52, 1–32.
  • Clandinin, D. J. (2013). Engaging in narrative inquiry. California: Left Coast Press.
  • Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ professional knowledge landscapes: Teacher stories – Stories of teachers – Stories of schools. Educational Researcher, 25, 24–30.
  • Clandinin, D. J., & Connelly, M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
  • Clandinin, D., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–75). London: Sage.10.4135/9781452226552
  • Clycq, N., Ward, M. A., & Vandenbroucke, A. (2014). Meritocracy, deficit thinking and the invisibility of the system: Discourses on educational success and failure. British Educational Research Journal, 40, 796–819.10.1002/berj.3109
  • Comisión Formación Ciudadana. (2004). Informe comisión formación ciudadana [Citizenship education commission report]. Santiago de Chile: MINEDUC.
  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19, 2–14.10.3102/0013189X019005002
  • Connelly, M., & Clandinin, D. (1994). Using personal histories in teacher education. Teacher Education Quarterly, 21, 145–158.
  • Connelly, F. M., Clandinin, D. J., & He, M. F. (1997). Teachers’ personal practical knowledge on the professional knowledge landscape. Teaching and Teacher Education, 13, 665–674.10.1016/S0742-051X(97)00014-0
  • Cox, C. (2010). Informe de referente regional 2010. Oportunidades de aprendizaje escolar de la ciudadanía en América Latina: currículos comparados  [Regional reference report 2010. Citizenship schooling learning opportunities in Latin America: compared curricula]. Bogotá: SREDECC.
  • Craig, C. (2012). Tensions in teacher development and community: Variations on a recurring school theme. Teachers College Record, 114(2), 1–28.
  • ten Dam, G., & Volman, M. (2004). Critical thinking as a citizenship competence: Teaching strategies. Learning and Instruction, 14, 359–379.10.1016/j.learninstruc.2004.01.005
  • Delannoy, F. (2000). Education reforms in Chile, 1980–98. A lesson in pragmatism ( Country studies, education reform and management publication series, 11). Washington, DC: World Bank.
  • Elbaz-Luwisch, F. (2010). Narrative inquiry: Wakeful engagement with educational experience. Curriculum Inquiry, 40, 263–280.10.1111/j.1467-873X.2010.00481.x
  • Falabella, A. (2016). ¿Qué aseguran las políticas de aseguramiento de la calidad? Un estudio de casos en distintos contextos escolares [What do quality assurance policies assure? A case study research in different school contexts]. Estudios Pedagógicos, XLII, 107–126.
  • Finkel, S., Sabatini, C., & Bevis, G. (2000). Civic education, civil society, and political mistrust in a developing democracy: The case of the Dominican Republic. World Development, 28, 1851–1874.10.1016/S0305-750X(00)00067-X
  • Flanagan, A., Cerda, G., Lagos, D., & Riquelme, S. (2010). Tensiones y distensiones en torno a la ciudadanía y formación ciudadana: comparación de los significados de profesores y estudiantes secundarios en la región de Valparaíso [Stresses and Strains on the Citizenship and Civic Education: Comparing the meanings of teachers and high school students in region of Valparaíso]. Última década, 33, 115–137.
  • Gandin, L., & Apple, M. (2002). Preparing for democracy: How community-based organizations build civic engagement among urban youth. International Studies in Sociology of Education, 12, 99–116.10.1080/09620210200200085
  • Gandin, L. A., & Apple, M. (2012). Can critical democracy last? Porto Alegre and the struggle over ‘thick’ democracy in education. Journal of Education Policy, 27, 621–639.10.1080/02680939.2012.710017
  • Gerrard, J. (2014). Counter-narratives of educational excellence: Free schools, success, and community-based schooling. British Journal of Sociology of Education, 35, 876–894.10.1080/01425692.2013.782810
  • Gewirtz, S. (2002). The managerial school: Post-welfarism and social justice in education. London: Routledge.
  • Gillborn, D. (2006). Citizenship education as placebo ‘standards’, institutional racism and education policy. Education, Citizenship and Social Justice, 1, 83–104.10.1177/1746197906060715
  • Goodson, I. (1995). The story so far: Personal knowledge and the political. International Journal of Qualitative Studies in Education, 8, 89–98.10.1080/0951839950080109
  • Goodson, I. (2003). Professional knowledge, professional lives. Studies in education and change. Philadelphia, PA: Open University Press.
  • Haigh, Y., Murcia, K., & Norris, L. (2014). Citizenship, civic education and politics: The education policy context for young Australian citizens. Journal of Education Policy, 29, 598–616.10.1080/02680939.2013.865080
  • Harrison, T. (2012). Assessing citizenship education: Challenges and opportunities. In J. Arthur & H. Cremin (Eds.), Debates in citizenship education (pp. 149–158). New York, NY: Routledge.
  • Harvey, David (2005). A brief history of neoliberalism. Oxford: Oxford University Press.
  • Hess, D. (2002). Discussing controversial public issues in secondary social studies classrooms: Learning from skilled teachers. Theory and Research in Social Education, 30, 10–41.10.1080/00933104.2002.10473177
  • Hess, D. (2009). Controversy in the classroom. The democratic power of discussion. New York, NY: Routledge.
  • Huber, J., Caine, V., Huber, M., & Steeves, P. (2013). Narrative inquiry as pedagogy in education: The extraordinary potential of living, telling, retelling, and reliving stories of experience. Review of Research in Education, 37, 212–242.10.3102/0091732X12458885
  • Hulme, R., & Hulme, M. (2012). The policy context of citizenship education. In J. Arthur & H. Cremin (Eds.), Debates in citizenship education (pp. 43–55). New York, NY: Routledge.
  • Hursh, D. (2005). Neo-liberalism, markets and accountability: Transforming education and undermining democracy in the United States and England. Policy Futures in Education, 3, 3–15.10.2304/pfie
  • Journell, W. (2010). The influence of high-stakes testing on high school teachers’ willingness to incorporate current political events into the curriculum. The High School Journal, 93, 111–125.10.1353/hsj.0.0048
  • Kassimir, R., & Flanagan, C. (2010). Youth civic engagement in the developing world: Challenges and opportunities. In L. R. Sherrod, J. Torney-Purta, & C. A. Flanagan (Eds.), Handbook of research on civic engagement in youth (pp. 91–113). Hoboken, NJ: Wiley.10.1002/9780470767603.ch4
  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15, 257–272.10.1080/13540600902875332
  • Kerr, D., & Cleaver, E. (2009). Strengthening education for citizenship and democracy in England: A progress report. In J. Youniss & P. Levine (Eds.), Engaging young people in civic life (pp. 235–272). Nashville: Vanderbilt University Press.
  • Kubow, P. (2007). Teachers’ constructions of democracy: Intersections of western and indigenous knowledge in South Africa and Kenya. Comparative Education Review, 51, 307–328.10.1086/518479
  • Lawy, R., & Biesta, G. (2006). Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship. British Journal of Educational Studies, 54, 34–50.10.1111/j.1467-8527.2006.00335.x
  • Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York, NY: Routledge Falmer.10.4324/9780203465509
  • Marri, A. (2008). Connecting diversity, justice, and democratic citizenship: Lessons from an alternative U.S. history class. In J. Bixby & J. Pace (Eds.), Educating democratic citizens in troubled times. Qualitative studies of current efforts (pp. 58–80). Albany, NY: SUNY.
  • McCowan, T. (2010). School democratization in prefigurative form: Two Brazilian experiences. Education, Citizenship and Social Justice, 5, 21–41.10.1177/1746197909353567
  • Mclaughlin, T. (2000). Citizenship education in England: The crick report and beyond. Journal of Philosophy of Education, 34, 541–570.10.1111/1467-9752.00194
  • Milner, H. R. (2008). Disrupting deficit notions of difference: Counter-narratives of teachers and community in urban education. Teaching and Teacher Education, 24, 1573–1598.10.1016/j.tate.2008.02.011
  • Ministerio de Educación. (2004). Formación ciudadana. Actividades de apoyo para el profesor. Historia y ciencias sociales. 1º básico a 4º medio [Citizenship education: Resources for the teacher. History and social sciences. Grades 1 to12]. Santiago de Chile: Gobierno de Chile.
  • Ministerio de Educación. (2009). Objetivos fundamentales y contenidos mínimos obligatorios de la educación básica y media [Mandatory fundamental objectives and minimun content for elementary and secondary education]. Santiago de Chile: Ministerio de Educación.
  • Ministerio de Educación. (2013). Orientaciones técnicas y guiones didácticos para fortalecer la formación ciudadana 7º básico a 4º medio [Tecnical orientations and didactic scripts to reinforce citizenship education grades 7 to 12]. Santiago de Chile: Ministerio de Educación/División de Educación General.
  • North, C. (2009). Teaching for social justice. Voices from the front. Boulder, CO: Paradigm Publishers.
  • Nygreen, K. (2008). Urban youth and the construction of racialized and classed political identities. In J. Bixby & J. Pace (Eds.), Educating democratic citizens in troubled times. Qualitative studies of current efforts (pp. 81–106). Albany, NY: SUNY.
  • O’Malley, M., & Nelson, S. (2013). The public pedagogy of student activists in Chile. What have we learned from the penguins’ revolution? Journal of Curriculum Theorizing, 29, 41–56.
  • Olson, M., & Craig, C. (2009). ‘Small’ stories and meganarratives: Accountability in balance. Teachers College Record, 111, 547–572.
  • Pykett, J. (2010). Citizenship education and narratives of pedagogy. Citizenship Studies, 14, 621–635.10.1080/13621025.2010.522345
  • Rambla, X., & Veger, A. (2009). Pedagogising poverty alleviation: A discourse analysis of educational and social policies in Argentina and Chile. British Journal of Sociology of Education, 30, 463–477.10.1080/01425690902954638
  • Reyes, L., Campos, J., Osandón, L., & Muñoz, C. (2013). El profesorado y su rol en la formación de los nuevos ciudadanos: desfases entre las comprensiones, las actuaciones y las expectativas [Teachers and their role in the formation of citizens: Discrepancies between understandings, practices and expectations]. Estudios pedagógicos, XXXIX, 217–237.
  • Ryan, M., & Terri, B. (2013). The teacher as reflexive professional: making visible the excluded discourse in teacher standards. Discourse: studies in the cultural politics of education, 34, 411–423.
  • Salinas, D., & Fraser, P. (2012). Educational opportunity and contentious politics: The Chilean student movement. Berkeley Review of Education, 3, 17–47.
  • Sim, J. (2008). What does citizenship mean? Social studies teachers’ understandings of citizenship in Singapore schools. Educational Review, 60, 253–266.10.1080/00131910802195836
  • Sisto, V. (2012). Identidades desafiadas: individualización, managerialismo y trabajo docente en el Chile actual [Challenged identities: Individualization, managerialism, and teaching work in Chile today]. Psykhe, 21, 35–46.10.7764/psykhe
  • Skourdoumbis, A., & Gale, T. (2013). Classroom teacher effectiveness research: A conceptual critique. British Educational Research Journal, 39, 892–906.10.1002/berj.3008
  • Stromquist, N., & Sanyal, A. (2013). Student resistance to neoliberalism in Chile. International Studies in Sociology of Education, 23, 152–178.10.1080/09620214.2013.790662
  • Sun, Y., Correa, M., Zapata, A., & Carrasco, D. (2011). Resultados: qué dice la Evaluación docente acerca de la enseñanza en Chile [Results: What the Teacher Evaluation says about teaching in Chile]. In J. Manzi, R. Gonzalez, & Y. Sun (Eds.), La evaluación docente en Chile (pp. 91–135). Centro de Medición MIDE UC.
  • Torche, F. (2005). Privatization reform and inequality of educational opportunity. The case of Chile. Sociology of Education, 78, 316–343.10.1177/003804070507800403
  • Torney-Purta, J. (2002). Patterns in the civic knowledge, engagement, and attitudes of european adolescents: The IEA civic education study. European Journal of Education, 37, 129–141.10.1111/ejed.2002.37.issue-2
  • Tupper, J., & Cappello, M. (2012). (Re)creating citizenship: Saskatchewan high school students’ understandings of the ‘good’ citizen. Journal of Curriculum Studies, 44, 37–59.10.1080/00220272.2011.618951
  • UNESCO. (2004). La educación chilena en el cambio de siglo: políticas, resultados y desafios ( Informe nacional de Chile) [The Chilean education at the turn of the century: policies, results and challenges (Chile’s National report)]. Santiago de Chile: Ministerio de Educación.
  • Veugelers, W. (2007). Creating critical–democratic citizenship education: Empowering humanity and democracy in Dutch Education. Compare: A Journal of Comparative and International Education, 37, 105–119.
  • Wilkins, C. (2003). Teachers and young citizens: Teachers talk about their role as social educators. Westminster Studies in Education, 26, 63–75.10.1080/0140672030260106
  • Willemse, T., ten Dam, G., Geijsel, F., van Wessum, L., & Volman, M. (2015). Fostering teachers’ professional development for citizenship education. Teaching and Teacher Education, 49, 118–127.10.1016/j.tate.2015.03.008
  • Xu, S., Connelly, M., He, M. F., & Phillion, J. (2007). Immigrant students’ experience of schooling: A narrative inquiry theoretical framework. Journal of Curriculum Studies, 39, 399–422.10.1080/00220270601148144
  • Zyngier, D. (2012). Re-discovering democracy. Putting action (back) into active citizenship and praxis (back) into practice. In P. Carr, D. Zyngier, & M. Pruyn (Eds.), Can educators make a difference? Experimenting with, and experiencing, democracy in education (pp. 57–90). Charlotte, NC: Information Age Publishing.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.