International Association of Educators   |  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: 0  |  Number of Download: 21


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:


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.

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.

References
  1. 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]
  2. Andean Information Network (AIN). Retrieved  from http://ain-bolivia.org/index.php?option=com_frontpage&Itemid=1   06/02/08. [Google Scholar]
  3. 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]
  4. Creswell, J. (1994). Research Design Qualitative and Quantitative   Approaches. Thousand Oaks: Sage. [Google Scholar]
  5. Darder, A., Baltodano, M. P., Torres, R. D. (Eds.). (2009). The Critical Pedagogy Reader. New York:  Routledge. [Google Scholar]
  6. 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]
  7. Fielding,  M.  (2004)  ‘New  wave’  student  voice  and  the  renewal  of  civic    society. London Review of Education, 2(3),  197–217. [Google Scholar]
  8. 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]
  9. Luykx, A. (1999). The Citizen Factory: Schooling  and  Cultural  Production  in  Bolivia. Albany, N.Y.: SUNY  Press. [Google Scholar]
  10. McGregor, J.  (2007). Recognizing student leadership: Schools and networks as sites    of opportunities. Improving Schools, 10 (1),  86-101. [Google Scholar]
  11. 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]
  12. National Council for the Social Studies (NCSS). (1994). Expectations of Excellence: Curriculum Standards for Social Studies. Silver Spring, MD: NCSS,   Inc. [Google Scholar]
  13. National  Research  Council  (NRC).  (1996).  National  Science  Education  Standards. Washington, DC: National Academy  Press. [Google Scholar]
  14. Parker, W. (2003). Teaching Democracy: Unity and Diversity in Public Life. New York, NY: Teachers College  Press. [Google Scholar]
  15. 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]
  16. Pearson, S., & Voke, H. (2003). Building and effective citizenry.  American  Youth Policy Forum. Washington, D.  C. [Google Scholar]
  17. 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]
  18. Posch, P. (1999). The ecologization of schools and its implications for educational policy. Cambridge Journal of Education, 29(3),  341–8. [Google Scholar]
  19. 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]
  20. Robinson, C., & Taylor, C. (2007). Theorizing student voice: values and perspectives. Improving Schools, 10 (1),  5-17. [Google Scholar]
  21. 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]
  22. 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]
  23. 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]
  24. Torney-Purta, J. (2001). Civic knowledge, belief in democratic institutions, and civic engagement among 14-year-olds. Prospects, 31(3),   279–292. [Google Scholar]
  25. 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]
  26. 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]
  27. 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]