Research article | Open Access
International Journal of Progressive Education 2009, Vol. 5(3) 6-24
The Implementation of Project Citizen in Bolivian Schools: Perspectives from Three Teacher Educators
pp. 6 - 24
Publish Date: October 15, 2009 | Single/Total View: 110/370 | Single/Total Download: 140/659
Abstract
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.
Keywords:
APA 7th 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.
Harvard
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.
- American Council on the Teaching of Foreign Languages (ACTFL). (2006). Standards for Foreign Language Learning: Preparing for the 21st Century. Yonkers, NY: ACTFL, Inc. [Google Scholar]
- Andean Information Network (AIN). Retrieved from http://ain-bolivia.org/index.php?option=com_frontpage&Itemid=1 06/02/08. [Google Scholar]
- Contreras, M. E., & Talavera-Simoni, M. L. (2003). The Bolivian education reform 1992-2002: case studies in large-scale education reform. The World Bank Education reform and management publication series. Vol. II, No. 2. [Google Scholar]
- Creswell, J. (1994). Research Design Qualitative and Quantitative Approaches. Thousand Oaks: Sage. [Google Scholar]
- Darder, A., Baltodano, M. P., Torres, R. D. (Eds.). (2009). The Critical Pedagogy Reader. New York: Routledge. [Google Scholar]
- Fielding, M. (2001). Beyond the rhetoric of student voice: new departures or new constraints in the transformation of the 21st century schooling? Forum, 43(2), 100-110. [Google Scholar]
- Fielding, M. (2004) ‘New wave’ student voice and the renewal of civic society. London Review of Education, 2(3), 197–217. [Google Scholar]
- Friere, P. (1968) Pedagogy of the Oppressed. New York, NY: Continuum. Goldstein, D. (2008). Community Justice in Bolivia: Beyond the Misconceptions. Retrieved from http://www.democracyctr.org/blog/archives/2008_03_01_democracyctr_archi ve.html 11/30/08. [Google Scholar]
- Luykx, A. (1999). The Citizen Factory: Schooling and Cultural Production in Bolivia. Albany, N.Y.: SUNY Press. [Google Scholar]
- McGregor, J. (2007). Recognizing student leadership: Schools and networks as sites of opportunities. Improving Schools, 10 (1), 86-101. [Google Scholar]
- Medina-Jerez, W. (2007). Conceptualizations of nature from science students in northeastern Colombia. Bulletin of Science, Technology and Society, 27(5), 377-385. [Google Scholar]
- National Council for the Social Studies (NCSS). (1994). Expectations of Excellence: Curriculum Standards for Social Studies. Silver Spring, MD: NCSS, Inc. [Google Scholar]
- National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academy Press. [Google Scholar]
- Parker, W. (2003). Teaching Democracy: Unity and Diversity in Public Life. New York, NY: Teachers College Press. [Google Scholar]
- Patrick, J. J., Vontz, T. S., and Nixon, W. A. (2002). Issue-centered education for democracy through Project Citizen. In Parker, W. (Ed.), Education for Democracy: Contexts, Curricula, Assessments Greenwich, CT: Information Age Publishing. [Google Scholar]
- Pearson, S., & Voke, H. (2003). Building and effective citizenry. American Youth Policy Forum. Washington, D. C. [Google Scholar]
- Phelan, P., Davidson, A. and Cao, H. (1991) Students’ multiple worlds: Negotiating the boundaries of family, peer and school culture. Anthropology and Education Quarterly, 22 (3), 224-250. [Google Scholar]
- Posch, P. (1999). The ecologization of schools and its implications for educational policy. Cambridge Journal of Education, 29(3), 341–8. [Google Scholar]
- Reimers, F. (2007). Civic education when democracy is in flux: The impact of empirical research on policy and practice in Latin America. Citizenship and Teacher Education, 3(2), 1-17. [Google Scholar]
- Robinson, C., & Taylor, C. (2007). Theorizing student voice: values and perspectives. Improving Schools, 10 (1), 5-17. [Google Scholar]
- Ruddock, J. & Flutter, J. (2000). Pupil Participation and pupil perspective: Carving a new order of experience. Cambridge Journal of Education, 30(1), 75-89. [Google Scholar]
- Stimmann-Branson, M (1999). Project Citizen: An introduction. Center for Civic Education: Articles, Papers and Speeches. Retrieved from http://www.civiced.org/index.php?page=papers_speeches 05/31/08. [Google Scholar]
- Torney-Purta, J., Schwille, J., & Amadeo, J-A. (1999). The IEA Civic Education Study: Expectations and Achievements of Students in Thirty Countries. ERIC Digest, EDO-SO-1999-10. 2 pages. [Google Scholar]
- Torney-Purta, J. (2001). Civic knowledge, belief in democratic institutions, and civic engagement among 14-year-olds. Prospects, 31(3), 279–292. [Google Scholar]
- Torney-Purta, J. & Amadeo, J. (2003). A cross-national analysis of political and civic involvement among adolscents. www.apsanet.org Retrieved 04/03/11 [Google Scholar]
- Torney-Purta, J., Barber, C. Wilkenfield, B. & Homana, G. (2008). Profiles of civic life skills among adolescents: Indicators for researchers, policymakers, and the public. Child Indicators Research, 1(1), 86-106. [Google Scholar]
- Torres, R. M. (2000). From agents of reform to subjects of change: The teaching crossroads in Latin America. Prospects, 30(2), 256-273. [Google Scholar]
