Citizenship Education in Chile: Curricular Orientations and Teachers' Beliefs in a Context of Political Crisis and Social Mobilization

Autor/inn/en	Cox, Cristián; Jara Ibarra, Camila; Sánchez Bachmann, Macarena
Titel	Citizenship Education in Chile: Curricular Orientations and Teachers' Beliefs in a Context of Political Crisis and Social Mobilization
Quelle	In: Curriculum Journal, 33 (2022) 2, S.314-330 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, Cristián) ORCID (Jara Ibarra, Camila) ORCID (Sánchez Bachmann, Macarena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.164
Schlagwörter	Foreign Countries; Citizenship Education; Teacher Attitudes; Social Change; Social Action; Neoliberalism; Curriculum; Democracy; Citizen Participation; Voting; Chile + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerverhalten; Sozialer Wandel; Soziales Handeln; Neo-liberalism; Neoliberalismus; Curricula; Lehrplan; Rahmenplan; Demokratie; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Abstimmung
Abstract	Over the last decade in the context of collapsing trust in major public and private institutions, Chilean society has engaged in massive social mobilizations culminating in 2019 with widespread rioting in rebellion against the neoliberal model. This socio-political crisis raises the general question which this article addresses: How does such a fluid political, highly mobilized, and polarized social context influence school citizenship education? Focusing on features of curriculum and teacher-held beliefs regarding democratic principles and forms of political participation, a mixed-methods approach produces evidence which makes visible a consistent pattern of influence. First, we find evidence of an orientation in the curriculum towards critical active citizenship with a parallel silencing of key democratic processes and skills, like voting and deliberation. Second, we reveal a complex and ambivalent set of beliefs among teachers which combine both community and contentious--even illegal--forms of political participation, on the one hand, and formal political participation through voting as key, on the other. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01