What Does It Mean to Be a Citizen? A Comparative Study of Teachers' Conceptions in Spain and Chile

Autor/inn/en	Martínez-Rodríguez, Rosendo; Muñoz-Labraña, Carlos; Sánchez-Agustí, María
Titel	What Does It Mean to Be a Citizen? A Comparative Study of Teachers' Conceptions in Spain and Chile
Quelle	In: Education as Change, 23 (2019), Artikel 4209 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martínez-Rodríguez, Rosendo) ORCID (Muñoz-Labraña, Carlos) ORCID (Sánchez-Agustí, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Teacher Attitudes; Foreign Countries; Secondary School Teachers; History Instruction; Context Effect; Moral Values; Citizenship Education; Social History; Activism; Economic Climate; Citizen Participation; Political Issues; Age Differences; Spain (Madrid); Spain (Barcelona); Chile (Santiago) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; History lessons; Geschichtsunterricht; Moral value; Ethischer Wert; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Sozialgeschichte; Aktivismus; Politischer Protest; Wirtschaftslage; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Politischer Faktor; Age; Difference; Age difference; Altersunterschied
Abstract	The aim of our research has been to analyse the conceptions of citizenship held by history teachers in secondary schools in Spain and Chile, while at the same time relating these to their perceptions of the socio-political and socio-economic contexts of their countries. The study compares the conceptions of teachers from these two countries which share a similar recent history and have both experienced strong movements of popular protest and political detachment. The methodology was qualitative and made use of semi-structured interviews. The study analysed dialogues from 70 teachers, 35 in each country. The initial results indicate a predominance of moral and participatory conceptions of citizenship, to the detriment of legal or identity-based conceptions. The controversial political, social and economic context of both countries within which the interviews were conducted is a key factor to understanding the teachers' perspectives on their conceptions and the meaning of these. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01