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Education for Citizenship in the Latin American Context

Education for Citizenship in the Latin American Context

Joan Pagès Blanch, Carolina García González, Martha Cecilia Gutiérrez Giraldo
Copyright: © 2021 |Pages: 23
ISBN13: 9781799877066|ISBN10: 179987706X|EISBN13: 9781799877509
DOI: 10.4018/978-1-7998-7706-6.ch084
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MLA

Blanch, Joan Pagès, et al. "Education for Citizenship in the Latin American Context." Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, IGI Global, 2021, pp. 1487-1509. https://doi.org/10.4018/978-1-7998-7706-6.ch084

APA

Blanch, J. P., González, C. G., & Giraldo, M. C. (2021). Education for Citizenship in the Latin American Context. In I. Management Association (Ed.), Research Anthology on Instilling Social Justice in the Classroom (pp. 1487-1509). IGI Global. https://doi.org/10.4018/978-1-7998-7706-6.ch084

Chicago

Blanch, Joan Pagès, Carolina García González, and Martha Cecilia Gutiérrez Giraldo. "Education for Citizenship in the Latin American Context." In Research Anthology on Instilling Social Justice in the Classroom, edited by Information Resources Management Association, 1487-1509. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7706-6.ch084

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Abstract

The chapter shows the situation of education for democratic citizenship in Latin America and its evolution over the last 25 years, taking as an example three countries: Chile, Colombia, and Mexico. First, the concept of citizenship in curricula is analyzed. Its role in the political and social re-democratization and its limitations are proposed as a result of a national identity concept that limits cultural, social, and political diversity. Their strengths and weaknesses are compared, considering issues like human rights, citizenship responsibilities, citizen participation, community boundaries, levels of identity, and cultural diversity. Second, the purposes of their teaching are interpreted in the curricula. It presents a curriculum focused on relevant social problems and on the formation of critical thinking and social participation and citizenship awareness. Finally, it reflects on the results of the international study on civic and citizen education in Latin America, pointing out its contradictions and the need to continue deepening in research and in teaching practice and training.

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