Studying argumentation and education in South America: what has been advanced and what lies ahead

Fortes, Gabriel; Guzmán, Valentina; Larraín, Antonia

doi:10.1080/10511431.2022.2138174

Cited by 2 publications

(2 citation statements)

References 43 publications

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“…Reports on democratic education (Merkel, 2014) suggest that an emphasis on skills and dispositions related to democratic competences can potentially support future citizens to navigate in a changing world (Michel, 2015). In our work we support that dialogue and argumentation can be used as curriculum tools to discuss values and dispositions and support students to develop skills related to citizenship that will help them live in the changing landscape (Fortes et al, 2022;Kuhn and Halpern, 2022;Rapanta et al, 2021).…”

Section: Introductionsupporting

confidence: 69%

“…Dialogue and argumentation skills are clearly fundamental to citizenship and especially active citizenship (Ackermann and Kavadarli, 2022; Advisory Group on Citizenship, 1998; Fortes et al, 2022). In order for citizens to be able and equipped to participate in public dialogue, deliberation and decision making about issues that concern them, they need to be able to engage effectively in dialogue and argumentation.…”

Section: Dialogue and Argumentation For Citizenship Educationmentioning

confidence: 99%

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Students’ and teachers’ voice on the outcomes of a citizenship education curriculum

Evagorou

Vrikki

Papanastasiou

2023

Citizenship, Social and Economics Education

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The current study aims to examine students’ and teachers’ voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students’ citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.

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Section: Introductionsupporting

confidence: 69%

Section: Dialogue and Argumentation For Citizenship Educationmentioning

confidence: 99%

Students’ and teachers’ voice on the outcomes of a citizenship education curriculum

Evagorou

Vrikki

Papanastasiou

2023

Citizenship, Social and Economics Education

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Interacciones discursivas de mediación lectora de profesorado de excelencia de educación primaria en diversas disciplinas: ¿Qué pueden aportar a las prácticas pedagógicas?

Cruz,

Toro,

Seguel

2024

Rev. bras. linguist. apl.

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Resumen Las interacciones de mediación lectora en Chile son predominantemente reproductivas y presentan un limitado desafío cognitivo. Es por ello que el objetivo de la presente investigación fue caracterizar las interacciones discursivas de mediación lectora en diversas asignaturas de profesores de excelencia de educación primaria. En relación con la metodología, correspondió a un estudio de casos múltiples cualitativo y los participantes fueron 9 profesores de 6 establecimientos escolares de La Araucanía, Chile, cuyos audios de sus clases (27) grabamos y analizamos según sus ciclos y tipos de interacciones: dialógicas, IRF (Iniciación-Respuesta-Feedback) o IRE (Iniciación-Respuesta-Evaluación). En relación con los resultados, identificamos que existe un predominio de ciclos IRE, pero las interacciones son significativamente más dialógicas en comparación con las evidencias previas.

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Studying argumentation and education in South America: what has been advanced and what lies ahead

Cited by 2 publications

References 43 publications

Students’ and teachers’ voice on the outcomes of a citizenship education curriculum

Students’ and teachers’ voice on the outcomes of a citizenship education curriculum

Interacciones discursivas de mediación lectora de profesorado de excelencia de educación primaria en diversas disciplinas: ¿Qué pueden aportar a las prácticas pedagógicas?

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