Teaching Citizenship and Values on the U.S.-Mexico Border

Autor/inn/en	Rippberger, Susan; Staudt, Kathleen
Titel	Teaching Citizenship and Values on the U.S.-Mexico Border
Quelle	In: Aztlan: A Journal of Chicano Studies, 32 (2007) 1, S.87-112 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0005-2604
Schlagwörter	English (Second Language); Cross Cultural Studies; Foreign Countries; Values Education; Moral Values; Social Values; Public Education; Teaching Methods; Classroom Techniques; Educational Practices; Citizenship Education; Civics; Cultural Awareness; Norms; Interpersonal Relationship; Nationalism; Individualism; Ethnography; Bilingualism; Time Factors (Learning); Teacher Characteristics; Ethnicity; Accountability; Comparative Analysis; Mexico; Texas; United States + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Cultural comparison; Kulturvergleich; Ausland; Werterziehung; Moral value; Ethischer Wert; Sozialer Wert; Öffentliche Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Bildungspraxis; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Cultural identity; Kulturelle Identität; Normwert; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Nationalismus; Individualismus; Ethnografie; Bilingualismus; Ethnizität; Verantwortung; Mexiko; USA
Abstract	In the United States and Mexico, public schooling, as a government institution, has attempted to reinforce cultural and national values explicitly through civics lessons and implicitly through attitudes and classroom management. This study shows how schools on each side of the U.S.-Mexico border attempt to teach distinct national and cultural norms. Based on fieldwork in Ciudad Juarez and El Paso schools, our research illustrates the blending and separation of cultural values in a large metropolitan border area. It looks at overt civic rituals in schools, such as the flag salute, and at more tacit normative training associated with classroom organization and management strategies. We link teaching practices to cultural concepts of time, personal interaction, and nationality. The development of themes regarding human relationships and time, sociability and individualism, and nationalism and hegemony opens up some commonly held assumptions of U.S. and Mexican cultures for a more critical view. (Contains 5 figures and 22 notes.) (Author).
Anmerkungen	UCLA Chicano Studies Research Center. 193 Haines Hall, Los Angeles, CA 90095-1544. Tel: 310-794-9380; Tel: 310-825-2642; Fax: 310-206-1784; e-mail: press@chicano.ucla.edu; Web site: http://www.chicano.ucla.edu/press
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10