Literaturnachweis - Detailanzeige
| Autor/in | Myers, John P. |
|---|---|
| Titel | Citizenship education practices of politically active teachers in Porto Alegre, Brazil and Toronto, Canada. |
| Quelle | In: Comparative education review, 51 (2007) 1, S. 1-24Infoseite zur Zeitschrift |
| Beigaben | grafische Darstellungen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Demokratische Bildung; Kompetenz; Staatsbürgerliche Erziehung; Brasilien; Kanada; Lehrer; Nordamerika; Politische Bildung; Schule; Südamerika; Internationaler Vergleich; Kompetenz; Politische Betätigung; Schule; Lehrer; Lehrerrolle; Unterrichtsgestaltung; Politische Betätigung; Politische Bildung; Internationaler Vergleich; Brasilien; Kanada; Nordamerika; Südamerika |
| Abstract | This research examined the ways politically active secondary teachers, involved either in formal politics or in social movements, practiced citizenship education in Porto Alegre, Brazil, and Toronto, Canada. [The aim] was to explore the complex ways and multiple spaces in which these teachers' roles as both citizens and citizenship educators intersected within the local contexts. [The] premise is that the local political and educational contexts are critical in shaping citizenship education practices. These teachers are political actors, and it is in dynamic relation to local and national politics that they developed their political ideologies and values, particularly in terms of the ways that they understand the concepts of "democracy" and "citizenship" in relation to education. ... This study provides a mixed portrait of hope concerning the state of citizenship education. Official curricula at best provide "openings" for the type of citizenship education that aims to deepen democracy rather than maintain its elitist practice. It seems that for teachers to make use of such openings they may need to be active in politics themselves. Thus, professional-development programs that transmit knowledge and skills to teachers in formal educational settings may be insufficient to foster teachers' curricular and pedagogical practices toward developing active citizenship in their students. From this perspective, the effectiveness of reforms at the classroom and school levels also relies on recognizing that teaching and curricular practices are political and that these should be recognized as a social and education resource. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2008/1 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
