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

William Medina-Jerez, Carolyn Taylor & Carol   Bryant

doi:https://doi.org/

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: 108 | Number of Download: 352

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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.

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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.

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