jo ann amadeo
TRANSCRIPT
The Study of Political and Civic Education: History and Implications for Chile and Latin America
Judith Torney-‐Purta, University of Maryland (USA) & Jo-‐Ann Amadeo, Marymount University (USA)
Presentation Outline 1. Theme of emergence • Developmental niche
2. Recent history of poliFcal and civic educaFon research • IEA Civic EducaFon Study (CIVED) • Two OAS-‐sponsored studies
3. Conclusions
Introduction • Civic development as emergent process
• Framework for understanding civic development and civic research
Emergence: Civic Development during Childhood and Adolescence
• No single agent • Develops over Fme • Influenced by cogniFve development • Everyday life experiences important • Development niche
Developmental Niche • Sociocultural approach • Three dimensions: 1. Physical and social seUng 2. Cultural customs of child rearing 3. Caretakers’ beliefs about nature of children • Reference • Super and Harkness (1986)
Daily Life Se7ngs:
Family, School, Peers
Customs and Beliefs:
Role of Child in Society
Adults’ Beliefs &
Expecta@ons of Child:
As emergent ciFzen
Young Child:
Rights to ProtecFon
Child & Adolescent: Emergent
ParFcipatory CiFzenship
Young Adult: Full
CiFzenship PotenFal
Emergence: Political and Civic Research
• Over Fme • Complex system • MulFple influences • Context and environment important
Research: IEA Studies
• IEA Study of Civic Educa@on (CIVED) • Phase 1: NaFonal case studies (mid-‐1990s) • Colombia
• Phase 2: Test/survey (1999-‐2000) • 90,000 14-‐year-‐olds tested and surveyed in 28 countries • 50,000 upper secondary students tested and surveyed in 16 countries • Chile and Colombia
Chile • Over 5,000 students in grade 8 from 180 schools were tested and surveyed (1999) • Over 5,000 students in grade 12 from 180 schools were tested and surveyed (2000)
• Cris@an Cox: IEA General Assembly RepresentaFve • Leonor Cariola: NaFonal Research Coordinator
Purpose of the IEA Study • What do students know about democraFc insFtuFons and processes? • What are students beliefs and a7tudes? • Important to democracy • Threats to democracy • Social cohesion and diversity • What are students’ expecta@ons for future parFcipaFon?
Research: OAS Studies
• Strengthening Democracy in the Americas through Civic Educa7on: An Empirical Analysis Highligh7ng the Views of Students and Teachers (2004) • Secondary analysis of CIVED data
OAS: Strengthening Democracy in the Americas
Students Age 14
Students Age 17
Teachers
Chile ▲ ▲ ▲
Colombia ▲ ▲
Portugal ▲ ▲ ▲
United States
▲ ▲
Knowledge: Performance on Civic Knowledge Test at Age 14 • Chile: Mean score of 88 • Colombia: Mean score of 86 • Portugal: Mean score of 96 • United States: Mean score of 106
• Variability of performance greatest in the United States
Beliefs: Ratings of What is Good/Bad for Democracy
• Small differences among countries in students’ understanding of basic core ideas of democracy
• LaFn American students less aware of poten@al threats to democracy • NepoFsm and corrupFon of courts • Control of journalism • Too much unquesFoning trust in leaders
Percent of Chilean 14-‐year-‐olds Answering Questions about Ideals Correctly
61%69%65% 69%
0%10%20%30%40%50%60%70%80%90%
100%
Ideal Democracy Democratic Organ.
ChileInternational
Percent of Chilean 14-‐year-‐olds Answering Potential Threats Questions Correctly
37% 40%34%
54% 57% 53%
0%10%20%30%40%50%60%70%80%90%
100%
After Dictator Press Diversity ViolationRights
ChileInternational
Expectations for Future
• Chilean students expected to parFcipate in human rights groups
• Less likely to report plans for “convenFonal” civic parFcipaFon
• Highly trusFng of TV news
Research: OAS Study
• Na7onal Policies on Educa7on for Democra7c Ci7zenship in the Americas (2008)
• Not related to CIVED
OAS: National Policies on Education for Democratic Citizenship in the Americas
• Inter-‐American Program on EducaFon for DemocraFc Values and PracFces
• Survey sent to Ministries of EducaFon (2006)
• 25 of 34 OAS-‐member states responded to survey (Chile responded)
Survey on National Policies: Questions • To what extent is educaFon for democraFc ciFzenship an explicit policy goal? • How do countries define ciFzenship educaFon? • Are there naFonal standards? • To what extent are policies evaluated?
Findings • NaFonal educaFon policies related to ciFzenship in 20 countries • Only 4 countries evaluated impact of policies
• DefiniFons varied but themes emerged: • More than knowledge • AUtudes important, especially social cohesion, human rights, tolerance
• School primary space for ciFzenship educaFon • Chile reported naFonal policy on “school convivencia”
Conclusions • Developmental niche: • Importance of sociocultural & developmental approach
• Emerging research
• EvaluaFon of pracFces and policies • Monitoring: • InternaFonal, naFonal and local all important • Chile established NaFonal CiFzenship EducaFon Commission
Thank you!
Jo-‐Ann Amadeo, Ph.D. Department of Psychology Marymount University Arlington, VA (USA) [email protected]
Reference for Developmental Niche
Super, C., & Harkness, S. (1986). The developmental niche: A conceptualizaFon of the interface of child and culture. Interna7onal Journal of Behavioral Development, 9, 545-‐570.