Educating Young People about Society in China, England, Mexico and Spain: Similar Approaches to Values Education from Different Contexts

Autor/inn/en	Brown, Eleanor; Chen, Daibo; Davies, Ian; Urbina Garcia, Angel; Munguia Godinez, Isabel
Titel	Educating Young People about Society in China, England, Mexico and Spain: Similar Approaches to Values Education from Different Contexts
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 4, S.529-545 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Eleanor) ORCID (Davies, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1647513
Schlagwörter	Values Education; Moral Development; Comparative Education; Foreign Countries; Educational Policy; Policy Analysis; Justice; Citizenship Education; Prosocial Behavior; Cultural Awareness; Cross Cultural Studies; Teaching Methods; Laws; China; Mexico; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Werterziehung; Moralische Entwicklung; Vergleichende Erziehungswissenschaft; Ausland; Politics of education; Bildungspolitik; Politikfeldanalyse; Gerechtigkeit; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Cultural identity; Kulturelle Identität; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Law; Recht; Mexiko; Spanien
Abstract	Following remarks about the nature and significance of values and values education, generally and more specifically in China, England, Mexico and Spain, we explain the methods used to analyse official policies that apply to moral education, citizenship education and character education. We find similarity across the documents regarding five values-related themes: justice and the rule of law; harmony and tolerance; diversity and non-discrimination; international understanding; and equality. These themes emphasise understanding and knowing, with limited consideration of implementation and privileging of dominant values and contextually relevant considerations. We suggest that across countries there are attempts to develop personally responsible citizens and that further work is needed on how these documents are interpreted in practice by educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01