Citizenship and Civic Education in Costa Rica, Myanmar, and the United States

Autor/inn/en	Roberts, Amy; Nganga, Lydiah; James, Joanie
Titel	Citizenship and Civic Education in Costa Rica, Myanmar, and the United States
Quelle	In: Journal of Social Studies Education Research, 10 (2019) 4, S.97-126 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Citizenship Education; Cross Cultural Studies; Foreign Countries; 21st Century Skills; Caring; Ethnography; Teaching Methods; Teacher Attitudes; Instructional Materials; Diaries; Textbook Evaluation; World Affairs; Nationalism; Teacher Role; Burma; Costa Rica; United States + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Cultural comparison; Kulturvergleich; Ausland; Care; Pflege; Sorge; Betreuung; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Diary; Tagebuch; Weltpolitik; Nationalismus; Lehrerrolle; USA
Abstract	Educators everywhere consider how best to prepare students with the knowledge, skills, attitudes and behaviors to be informed, engaged, and caring 21st century citizens. This article provides a report of an ethnographic transnational field study examining how 30 educators located in Costa Rica, Myanmar, and the United States, conceive of citizenship and civic education based on textbook use, classroom materials, pedagogical practices, and instructional strategies. Data sources included field logs, debriefing sessions, one-toone interviews, focus group discussions, classroom observations, textbook evaluations, and review of media documents. Participants in the United States network emphasized multiple perspectives applied as a lens to the study of contemporary global issues. Costa Rican participants mirrored this description but with emphasis on nationalistic goals to equip students with skills to work for tangible improvements in the lives of Costa Rican citizens. In the Myanmar context, participants relied almost exclusively on textbooks; in this case, context and culture informed the aims and approaches of civic and citizenship education. Implications contribute to transnational discourse addressing the practice of civic and citizenship education globally. This study expands dominant definitions and the importance of an ethnographic transnational framework to examine citizenship and civic education between diverse systems. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01