Hopes and challenges for the new civic education in Mexico: toward a democratic citizen without adjectives

Levinson, Bradley A.

doi:10.1016/j.ijedudev.2003.11.013

Cited by 29 publications

(23 citation statements)

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“…13 In 1999, just one year before the first election of a president from a different political party than the official PRI 14 -which governed the country from 1929 to 2000 -, the subject CEF was introduced in all grades of secondary education. 15 CEF represented a major change in the history of civic and moral education in Mexico (Latapí, 2003;Levinson, 2004). Compared to previous reforms in 1974 and 1992, the programme introduced an innovative perspective, which combined a radical redesign of the curricular content with a significant change in the pedagogical orientation.…”

Section: Methodsmentioning

confidence: 99%

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Citizenship education in Mexico: the depoliticisation of adolescence through secondary school

Pérez-Expósito

2015

International Studies in Sociology of Education

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Recent contributions have argued about the depoliticisation of citizenship education (CE), mainly through theoretical and documentary analyses, and based on the European context. Nonetheless, there is a lack of field studies which can provide empirical evidence about how does the depoliticisation of CE actually operate. Based on a mixedmethod research in Mexico City's secondary schools, this paper shows how the contemporary approach to CE, instead of looking at nurturing children's and adolescents' politicity, contributes to pupils' depoliticisation. Among different potential characterisations of political participation (PP), the curriculum of CE circumscribes it within the arena of formal politics, from which students are largely excluded in the present. Additionally, CE promotes a range of practices of participation which are deprived from a political meaning. Students appropriate them discursively, but perceive limited opportunities for perform them, especially in school. Through the depoliticisation of CE, adolescents mostly learn that PP is a promise of inclusion in the future, while the idea of active citizenship becomes reduced to a correct discourse about largely imperceptible practices in students' everyday life. The article stresses the need of shifting the priority of CE in Mexico from the formal curriculum to the transformation of school practices, in order to develop students' politicity through participation.

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Section: Methodsmentioning

confidence: 99%

“…But this curriculum introduced new elements to be used in succeeding reforms, particularly a pedagogical approach centred in adolescence and adolescents, and a discursive inclusion of gender equity (Levinson, 2004).…”

Section: Methodsmentioning

confidence: 99%

Citizenship education in Mexico: the depoliticisation of adolescence through secondary school

Pérez-Expósito

2015

International Studies in Sociology of Education

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“…9 Levinson (2004) analiza los retos que enfrenta la reforma al programa para la educación cívica de secundaria en México, a partir de los actores involucrados en su implementación. Su tesis es que el nuevo planteamiento en materia cívica en México asume como base una pedagogía democrática en la ausencia de una cultura política democrática, por lo que dicha reforma se recibe con gran escepticismo.…”

Section: Contexto Político En Que Se Suscita La Reformaunclassified

“…La implementación de la reforma de la educación secundaria en México, que dio pie a la creación del PIFCyE, correspondió al gobierno de Fox Quesada y estuvo marcada por un periodo de transición política que fue de una "larga historia de gobiernos autoritarios corruptos" (LEVINSON, 2004: 1), a lo que prometía ser un régimen democrático.…”

Section: Contexto Político En Que Se Suscita La Reformaunclassified

Interpretaciones de la educación para la ciudadanía global en la reforma de la educación media superior en México

Sanginés

2016

REEC

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RESUMENEn el planteamiento del monográfico, se toma como punto de partida la intensificación de las globalizaciones y la manera en que ésta ha cambiado los modelos tradicionales de la educación para la ciudadanía. Este trabajo revisa el caso mexicano a partir de la reforma integral a la educación media superior (2009), en la que se crea un marco curricular común para el bachillerato. Con dicha base, se identifican las categorías de la educación para la ciudadanía en el currículum y en el enfoque por competencias, a través del análisis del discurso pedagógico oficial, la revisión curricular y la reflexión sobre la propia práctica docente. La discusión gira en torno a la brecha que se genera entre un discurso pedagógico oficial progresista y un sistema educativo conservador, para identificar las consecuencias que tiene en la interpretación de la educación para la ciudadanía global.. * Universidad Nacional Autónoma de México (México).

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“…Also, countries themselves may institute changes with an eye toward international judgement. Levinson (2004) and Latapı´(2003) document how Mexico reignited its program of values and ethics even in secondary schools at least in part because of the economic and political reforms which linked the country more closely to the international economy and which opened its processes up to international scrutiny.…”

Section: The Internationalization Of Education In Mexico: Opportunitimentioning

confidence: 99%

Experiences in the internationalization of education: Strategies to promote equality of opportunity at Monterrey Tech

Murphy

2007

High Educ

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This article provides an analysis of the reasons why educational institutions choose to internationalize the services they offer, how universities are internationalizing and to explore who is participating in the internationalization process. It not only addresses the theory surrounding the internationalization of education but also the practical issues of implementing it and making it accessible to students from a wide range of socio-economic situations. A case study of a summer study program in Poland for students from the Monterrey Tech (in Spanish El Instituto Tecnolo´gico y de Estudios Superiores de Monterrey, ITESM), Cd. Juarez Campus, Chihuahua, Mexico, is used to explore two theoretical questions: can equality of opportunity be achieved for all students in the process of the internationalization of education and what are the characteristics of the internationalization of education which affect development? These issues take on concrete forms when an educational institution attempts to internationalize the education it offers. At that time, organizations and the people in them must confront questions such as: what strategies can be implemented to internationalize the education offered and how can students of fewer economic means be included in the international opportunities available? My focus is on the benefits and costs to the undergraduate student with an emphasis on examining equality of opportunity for each student.

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Hopes and challenges for the new civic education in Mexico: toward a democratic citizen without adjectives

Cited by 29 publications

References 1 publication

Citizenship education in Mexico: the depoliticisation of adolescence through secondary school

Citizenship education in Mexico: the depoliticisation of adolescence through secondary school

Interpretaciones de la educación para la ciudadanía global en la reforma de la educación media superior en México

Experiences in the internationalization of education: Strategies to promote equality of opportunity at Monterrey Tech

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