Teacher counter stories to a citizenship education mega policy narrative. Preparing for citizenship in Chile.
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| Title: | Teacher counter stories to a citizenship education mega policy narrative. Preparing for citizenship in Chile. |
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| Authors: | Cavieres-Fernández, Eduardo1 (AUTHOR) ecavieres-cea@upla.cl |
| Source: | Journal of Curriculum Studies. Aug2017, Vol. 49 Issue 4, p414-436. 23p. |
| Subject Terms: | *Education policy, *Citizenship education, *Social sciences education, *Teachers, Chilean students, United States education system, Schools of sociology, Privatization, Population |
| Geographic Terms: | Chile, United States |
| Abstract: | The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a citizenship education mega policy narrative is composed by citizenship educational guidelines that have become influenced by other market-driven educational policies, and is not only present in Chile but has also been influenced by policies coming from countries such as England and the US. Therefore, the discussions that emerge from these counter stories on the nature of this mega narrative and the ways through which teachers can confront it through their teaching, and the implications that all this has for the field of citizenship education, do not only fill a gap in Chilean research but also contribute to discussions on counter and mega narratives in the field of citizenship education within a wider international scope. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a citizenship education mega policy narrative is composed by citizenship educational guidelines that have become influenced by other market-driven educational policies, and is not only present in Chile but has also been influenced by policies coming from countries such as England and the US. Therefore, the discussions that emerge from these counter stories on the nature of this mega narrative and the ways through which teachers can confront it through their teaching, and the implications that all this has for the field of citizenship education, do not only fill a gap in Chilean research but also contribute to discussions on counter and mega narratives in the field of citizenship education within a wider international scope. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220272 |
| DOI: | 10.1080/00220272.2016.1274783 |
