Citizenship Education Discourses in Latin America: Multilateral Institutions and the Decolonial Challenge

Autor/in	Nieto, Diego
Titel	Citizenship Education Discourses in Latin America: Multilateral Institutions and the Decolonial Challenge
Quelle	In: Compare: A Journal of Comparative and International Education, 48 (2018) 3, S.432-450 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nieto, Diego)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1408399
Schlagwörter	Foreign Countries; Educational Change; Global Approach; Civics; Moral Values; Values Education; Citizenship Education; Public Policy; International Programs; Democracy; Educational Policy; Youth; Citizen Participation; Educational Environment; School Role; Cultural Influences; South America + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Globales Denken; Staatsbürgerkunde; Moral value; Ethischer Wert; Werterziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Öffentliche Ordnung; Demokratie; Politics of education; Bildungspolitik; Jugend; Jugendlicher; Jugendalter; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural influence; Kultureinfluss; Südamerika
Abstract	Understanding multilateral institutions' role in the construction of desirable goals for educational reform is a key element to grasp the weight globalisation has on local practices of education. Comparative studies of civics and moral education point to the idea of 'citizenship' as a site revealing not only the political economy but also the cultural politics involved in the globalisation of education. Through political discourse analysis, this paper analyses key multilateral agencies' discourses on citizenship education for Latin America. It traces the concerns, diagnoses, definitions and proposals of what citizenship education is (or should be) in agenda-setting documents and policy reports promoted by these organisations. Drawing on Latin American decolonial theories, it challenges concerns with civic disengagement and "convivencia" underpinning multilateral citizenship education discourses. As a counterpoint, it presents research from scholars highlighting alternative--often overlooked--participatory and decolonial pedagogical experiences present in Latin America that open new standpoints for citizenship education comparative research in the region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01