International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2009, Vol. 5(3) 6-24

The Implementation of Project Citizen in Bolivian   Schools: Perspectives from Three Teacher  Educators

William Medina-Jerez, Carolyn Taylor & Carol Bryant

pp. 6 - 24   |  Manu. Number: ijpe.2009.002

Published online: October 15, 2009  |   Number of Views: 95  |  Number of Download: 266


The central aim of the present paper is to examine, from the Social Studies, Modern Languages, and Science Education perspectives, the role of the Project  Citizen  initiative in school communities of Bolivia. To that end, Project Citizen in Bolivia, during its first three years of implementation will be discussed, followed  by  views  from each field (Social Studies, Foreign  Languages,  and  Science  Education)  regarding the effect of this educational approach in  Bolivian  schools.  For  this  purpose, the four core values suggested by Robinson and Taylor (2007) will serve as a framework to explore student voice: 1. A conception of communication as  dialogue, The requirement for participation and democratic inclusivity,  3.  The recognition  that power relations are unequal and problematic,  and 4.  The  possibility for change  and transformation.


How to Cite this Article?

APA 6th edition
Medina-Jerez, W., Taylor, C. & Bryant, C. (2009). The Implementation of Project Citizen in Bolivian   Schools: Perspectives from Three Teacher  Educators . International Journal of Progressive Education, 5(3), 6-24.

Medina-Jerez, W., Taylor, C. and Bryant, C. (2009). The Implementation of Project Citizen in Bolivian   Schools: Perspectives from Three Teacher  Educators . International Journal of Progressive Education, 5(3), pp. 6-24.

Chicago 16th edition
Medina-Jerez, William, Carolyn Taylor and Carol Bryant (2009). "The Implementation of Project Citizen in Bolivian   Schools: Perspectives from Three Teacher  Educators ". International Journal of Progressive Education 5 (3):6-24.

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