Teachers' experiences and teaching civic engagement beyond self-regarding individualism

Cavieres-Fernández, Eduardo

doi:10.1016/j.tate.2014.04.002

Cited by 9 publications

(5 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Finally, it draws from civics literature with the concept of teaching through "big" (in this case global) ideas. Teaching through these big ideas helps ground students in a larger picture and enables them to look beyond their purely individual concerns (Cavieres-Fernandez 2014).…”

Section: Stage 1: Questioningmentioning

confidence: 99%

“…Taking action and working together toward a more just and sustainable world is a valuable goal itself. However, taking action on global problems also builds invaluable social justice and civic action dispositions in students (Westheimer and Kahne 2004;Cavieres-Fernandez 2014;Keating 2015). Jennifer Ponder and Amy Cox-Peterson believe in the importance of action-based projects to further civic and science knowledge and argue that "creating and implementing a plan of action to inform and influence social or scientific change will allow students to apply ecojustice principles and demonstrate valuable civic skills as the participate in civic life beyond the four walls of their classroom" (Ponder and Cox-Peterson 2010: 139).…”

Section: Stage 5: Actingmentioning

confidence: 99%

See 1 more Smart Citation

From Ideas to Action: Transforming Learning to Inspire Action on Critical Global Issues

Gibson¹

2021

Preprint

View full text Add to dashboard Cite

Transforming learning from a passive to an active endeavor is critically important in today’s world. In 2015, the United Nations identified seventeen Sustainable Development Goals that represent a global consensus on the world’s most pressing issues. Realizing these ambitious goals will require concerted action at all levels, including local action. Young people are valuable components of this, and their learning experiences should both inform and inspire them as current and future changemakers. <i>From Ideas to Action</i> articulates the theoretical basis of Smithsonian Science for Global Goals, a series of socio-scientific community research guides focused on achieving a systemic understanding of global problems with the goal of inspiring young people to take informed and sustained action to help address global issues.

show abstract

Section: Stage 1: Questioningmentioning

confidence: 99%

Section: Stage 5: Actingmentioning

confidence: 99%

From Ideas to Action: Transforming Learning to Inspire Action on Critical Global Issues

Gibson¹

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…De este modo, algunos autores han analizado las concepciones y experiencias de los profesores en materia de participación ciudadana que explican su decisión de incentivar la deliberación sobre asuntos de interés público (Knowles, 2018;Cavieres-Fernández, 2014;Myers, 2009). A su vez, esta opción les orienta en la postulación de objetivos de enseñanza que estén asociados a la discusión en el aula, los cuales pueden referirse a las dimensiones valóricas de la ciudadanía o la conciencia social y política de los estudiantes (Hess & McAvoy, 2015;Avery, Levy & Simmons, 2013).…”

Section: Profesorado Y Deliberación En El Aulaunclassified

Profesores, deliberación y contenidos históricos en contexto de estallido social

Cavieres-Fernández,

Villalón

2024

educ.humanismo

View full text Add to dashboard Cite

Objetivo: el objetivo de esta investigación fue analizar las actividades de deliberación implementadas por dos profesores de historia chilenos en torno a problemáticas públicas, utilizando los contenidos existentes sobre la Independencia Nacional, en el contexto de un estallido social en el país. Metodología: se empleó la metodología de estudio de casos a través de entrevistas y observaciones de clases. Hallazgos: se concluye sobre la importancia de los aspectos que sustentan la decisión de implementar actividades deliberativas en contextos sociales adversos y que, para los profesores de este estudio, se asocian a sus propias concepciones sobre la deliberación y a la empatía que sienten hacia sus estudiantes, con el fin de ayudarles a expresarse en momentos de alta tensión social. Si bien vincular pasado y presente puede resultar particularmente complejo dada la conexión emocional de los estudiantes con la problemática contingente, es un ejercicio que, permite explorar algunas conexiones con el propósito de comprender mejor los conflictos que están afectando actualmente a la sociedad. En ese sentido, la decisión de los profesores de usar contenidos del pasado más distante, como la Independencia Nacional, puede ser una contribución al respecto, si se apunta a las similitudes que continúan vigentes en el tiempo.

show abstract

“…Specifically, in the field of citizenship education, narratives are essential for understanding how students can develop the experience of participating as citizens despite the difficulties present in their communities and society (Osler, 2015). Cavieres-Fernández (2014), for instance, used the stories of two teachers to explore how they applied their personal and professional experiences to help students engage civically beyond their self-centered interests. De Groot, Goodson, and Veugelers (2014) used the narratives of Dutch adolescents to analyze their citizenship engagement within contexts in which conceptions of democracy and democratic participation are not discussed.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Cavieres-Fernández

Figueroa-Farfán

2019

Urban Education

View full text Add to dashboard Cite

The present study uses a story constellation to explore the experiences of a group of students participating in their high school in an urban city in Central Chile. Because these experiences were motivated by the students’ participation in the student movement outside of their high school, they were not considered in any school or policy guidelines. Consequently, we argue for the value of this constellation as a counterstory that invites to acknowledge how students participate beyond institutional and citizenship policy guidelines and to recognize the contribution of their experiences in the pursuit of democratic thick forms of education and citizenship.

show abstract

Teachers' experiences and teaching civic engagement beyond self-regarding individualism

Cited by 9 publications

References 23 publications

From Ideas to Action: Transforming Learning to Inspire Action on Critical Global Issues

From Ideas to Action: Transforming Learning to Inspire Action on Critical Global Issues

Profesores, deliberación y contenidos históricos en contexto de estallido social

Urban High School Students’ Experiences of Participation as a Counterstory Constellation to Institutional and Policy Guidelines in Chile

Contact Info

Product

Resources

About