Systematic review of empirical studies on citizenship education in Latin America 2000 to 2017 and research agenda proposal

Abstract

This article will be of interest to anyone wishing to conduct research related to citizenship education in Latin America. It shares the results of a systematic review of empirical studies with the goal of (a) mapping the current research on citizenship education in Latin America and (b) suggesting a research agenda for citizenship education in Latin America. One particular contribution of this article is that it describes research that was previously accessible only to those who read Spanish. Findings include an increase in publications on citizenship education in Latin America since 2000 and show that research is being published on (1) the content of official documents, (2) what happens in educational settings, (3) teachers’ views, (4) students’ views, (5) what influences students’ civic outcomes and (6) students’ civic identities. The final section of the article explores various suggestions for future research.

Methods Used in Digital Citizenship: A Systematic Literature Review

“…A review of the most relevant keywords revealed that information literacy, ICT, communication, cooperation, and digital content production were the most frequent terms associated with digital skills. However, photographs, objects, audio or audio/visual items, and digital citizenship are the methods used in digital citizenship (Bramwell, 2020;Manzuoli et al, 2019;Richardson et al, 2021;Villalobos et al, 2021;Zhao et al, 2021). Existing research categorizes these methods into five categories, as stated above.…”

“…In addition, this review focused on the methods used for digital citizenship. In other technical environments, no research on the appropriate use of digital technology has been done (Bramwell, 2020).…”

Citizenship Education for Political Engagement: A Systematic Review of Controlled Trials

“…This is not to suggest that other methods have no value in understanding citizenship education, for controlled trials are certainly limited in their explanatory power, scope, and scalability, but controlled trials represent a frequent omission in the current evidence base which is difficult to compensate through other methods. Campbell (2019) points precisely to this in a recent literature review entitled "What Social Scientists Have Learned About Citizenship Education", and similar reviews by Bramwell (2020) and Manning and Edwards (2014) are also suggestive of a lack of controlled trials. As no systematic review of controlled trials within this area has yet been undertaken, we do so here for explorative purposes, to see how many studies of this kind exist and what aspects of Citizenship Education they address.…”

More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school

“…The first of these research areas, education's civic and citizenship function, is undoubtedly the largest The interest in investigating how prospective and active teachers perceive concepts such as citizenship and democracy is considerable (see, e.g., Anderson et al, 1997;Estelles and Romero, 2019;Faden, 2012;Hahn, 2015;Logan, 2011;Marri et al, 2014;Martin, 2008Martin, , 2010Patterson et al, 2012). In some cases, studies have dealt with teachers' ways of viewing the meaning of good citizenship (Bramwell, 2020;Martin et al, 2013;Prior, 1999). In other cases, the starting point has been a comparative study of teachers' perceptions of citizenship in different countries (Hung, 2013;Martínez-Rodríguez et al, 2019) or the identified gap between what citizenship teachers describe as their ideals and the actual teaching practices observed by researchers (Cohen, 2016).…”