Lack of tolerance toward traditionally disadvantaged groups, such as immigrants, ethnic minoritie... more Lack of tolerance toward traditionally disadvantaged groups, such as immigrants, ethnic minorities and women, represents a growing challenge to contemporary democracies. Assuming that attitudes toward such social groups are at least partly learned during the political socialization of school-age children, this chapter explores individual differences in equal rights attitudes using data from the last International Civic and Citizenship Education Study (ICCS) 2009 on socioeconomic and demographic characteristics of eighth grade students from 38 countries. Using structural equations and multilevel models, the analysis estimates regression models using a set of measures, with family status being the main independent variable. The results show that there are large differences across countries regarding the level of inclusive attitudes, and that parental education and the number of books at home are relevant predictors of more inclusive attitudes of children in most of the countries analyzed; however, patterns differ by gender and immigrant groups. The findings are discussed, taking into account current and future political issues associated with migration and demands for equal rights.
A growing body of literature from different disciplines addresses concepts and measurement of cit... more A growing body of literature from different disciplines addresses concepts and measurement of citizenship. The present article seeks to contribute to this field by examining the issue of youth citizenship from a comparative international perspective and proposing a simplified conceptual model that can be operationalized. This model includes a community dimension, which refers to individual’s relationship with their community associations, and a civic dimension, concerning institutional processes such as voting and/or political activism. The model was tested using multigroup confirmatory factor analysis and measurement equivalence for eighth-grade students ( n = 139.875) across 38 countries that participated in the International Civic and Citizenship Study (2009). Our results find support for the proposed conceptual model and its invariance across countries, and we discuss the implications for theory and further research.
Large scale international studies focus a great deal on measuring knowledge as academic achieveme... more Large scale international studies focus a great deal on measuring knowledge as academic achievement, leaving sidelined the study of students, parents and teachers’ attitudes. In the case of the International Civic and Citizenship Education Study (ICCS 2009), along with civic knowledge there are a series of relevant instruments for measuring citizenship related concepts as attitudes, beliefs and behavior. In order to facilitate and estimulate the use of these questionnaires, this database incorporates variables constructed on the basis of compound indices (estimated with IRT) of those scales that address the same topic, such as trust in institutions, participation, school climate, attitudes towards minorities and ethnic groups, among others. Many times these variables are used as they come in the database, without stopping to analyze or problematize the validity of these measurements and their consequences in terms of analysis and contrast of hypotheses. Using as an example the scale...
Based on the conceptualization of democratic principles in the International Civic and Citizenshi... more Based on the conceptualization of democratic principles in the International Civic and Citizenship Education Study (ICCS) 2009, particularly attitudes concerning equal rights for disadvantaged groups, such as immigrants, ethnic groups and women, this chapter evaluates the extent to which the scales measuring attitudes toward gender equality, equal rights for all ethnic/racial groups and equal rights for immigrants are invariant, and to what extent they can be compared across the countries participating in the study. Multi-group confirmatory factor analysis is used to estimate a measurement model of the egalitarian attitudes and its measurement equivalence across the 38 countries (n = 140,000 8th grade students) that participated in ICCS 2009. The results indicate that the original scales are non-invariant. Nevertheless, with some modifications, the proposed conceptual model was found to be invariant across countries. The chapter concludes with a discussion of the theoretical and empirical implications of the model.
The series IBE Working Papers on Curriculum Issues is intended to share interim results of ongoin... more The series IBE Working Papers on Curriculum Issues is intended to share interim results of ongoing research and to increase access to a range of unpublished documents, reports and exploratory studies produced at UNESCO-IBE, by IBE partners or members of the IBE network on curriculum development. These Working Papers are disseminated to a wide audience of both academic and non-academic people and institutions for purposes of information and discussion. They have been approved for circulation by UNESCO-IBE but typically have not been formally edited or peer reviewed. Therefore, feedback on these documents is warmly encouraged. Previous issues: (Available online on the IBE website) 4. La compétence comme organisateur des programmes de formation revisitée, ou la nécessité de passer de ce concept à celui de « l'agir compétent ».
The aim of this study is to contrast two different sources of information regarding citizenship e... more The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students' civic attitudes and practices. When analyzing curricular guidelines, we consider the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, we analyze the results of the 2009 ICCS study. By using quantitative methods, we contrast the curricular emphasis and students' results for each of the six countries considered. Our findings show that several curricular absences are associated with students' low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on lesscovered civic topics. Finally we encourage further research on classroom practices, especially on the topics highlighted in this research, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability. Inside classroom research is very important to have a complete view of civic/citizenship curricular guidelines and practices, considering the limitations implied by looking at the intended curriculum (official documents) rather than the one implemented.
En el discurso público comúnmente se asume que Chile es un país solidario, un supuesto que se con... more En el discurso público comúnmente se asume que Chile es un país solidario, un supuesto que se confunde con la idea de una cierta homogeneidad en lo que respecta a valores solidarios y conductas de ayuda en el país. El presente trabajo apunta a cuestionar esta idea de homogeneidad respecto de solidaridad, proponiendo que las conductas solidarias se relacionan con los recursos que las personas poseen, los que a su vez se asocian al lugar que las personas ocupan en la estructura de estratificación social. Tomando los datos de la Encuesta de Solidaridad realizada en 2009 por el Centro de Medición MIDE UC de la Pontificia Universidad Católica de Chile, el trabajo se centra en un tipo de conducta de ayuda particular: las donaciones en dinero. El análisis se focaliza en la influencia de recursos personales como ingreso, educación y pertenencia a redes sobre este tipo de donaciones. Los resultados indican que los individuos con mayores recursos son más proclives a las donaciones, donde el n...
Si bien hasta ahora se han utilizado diferentes indicadores de desigualdad económica percibida en... more Si bien hasta ahora se han utilizado diferentes indicadores de desigualdad económica percibida en investigaciones basadas en encuestas, no existen estudios específicos que comparen estos indicadores. Usando datos de la encuesta representativa nacional ISSP 2009 (N = 1.505), la investigación comparó 3 medidas de percepción de desigualdad en Chile y analizó la influencia de predictores de estatus, posición política y evaluación de justicia salarial en las variables perceptuales, mediante métodos de correlación y regresión. De acuerdo a los resultados, los indicadores perceptuales se encuentran débilmente asociados entre sí y, por lo tanto, estarían dando cuenta de distintos aspectos de la percepción de desigualdad. Además, el estatus socioeconómico demostró influir directamente en la desigualdad percibida, mientras aquellos que evalúan su salario como justo tenderían a percibir menos desigualdad. Finalmente se discuten las consecuencias y proyecciones de esta investigación.
Resumen: Chile es uno de los países con mayor concentración del ingreso a nivel mundial. Dada la ... more Resumen: Chile es uno de los países con mayor concentración del ingreso a nivel mundial. Dada la relación entre alta desigualdad económica y patrones de estratifi cación social, en tal contexto se esperaría una alta dispersión de las percepciones respecto del propio estatus o estatus social subjetivo. Sin embargo, la evidencia internacional señala una marcada tendencia hacia la media del estatus subjetivo, es decir, existirían distorsiones del estatus subjetivo respecto del estatus objetivo. La presente investigación intenta profundizar en este aspecto para el caso de Chile, particularmente en la relación entre estatus socioeconómico, clase social y estatus subjetivo. Los datos a analizar corresponden al módulo de desigualdad económica de la encuesta International Social Survey Programme (ISSP), en su versión del año 2009 para Chile. Los resultados indican una marcada tendencia en la población hacia la media del estatus subjetivo, principalmente de parte de aquellos con mayor estatus objetivo. La desigualdad social es un tema tradicional de investigación y teorización en sociología, particularmente desde el concepto de estratifi cación social. La estratifi cación parte del reconocimiento que todas las sociedades se caracterizan por una distribución desigual, donde un grupo privilegiado de individuos goza de una parte desproporcionada de ingreso, poder y otros recursos (Lenski 1966). El término estratifi cación se utiliza para dar cuenta de las estructuras sistemáticas de desigualdad (Crompton 1998; Grusky 2001; Kerbo 1991; Kerckhoff 1995), intentando responder la pregunta ¿quién obtiene qué y porqué? (Lenski 1966). Esta perspectiva estructural de la desigualdad se encuentra representada desde Esta investigación ha sido fi nanciada por el proyecto Inicio 11/
To what extent does social origin impact the disposition of students toward becoming politically ... more To what extent does social origin impact the disposition of students toward becoming politically involved in their future adult life? Using Chilean data from Civic Education Study, 1999 (N = 5688), and International Civic and Citizenship Education Study, 2009 (N = 5192), the present research analyzes, on the one hand, the impact of socioeconomic variables on attitudes toward future political participation and, on the other hand, explores to what extent the association between social origin and participation has changed over time. The analysis is performed in a multilevel framework, to account for both family socioeconomic status and individual school characteristics. The results support the hypothesis that social origin continues to have a strong influence on students’ attitudes toward political participation, in the context of the two measurement points. The resulting discussion focuses on the role of schools in reducing socioeconomic differences, an issue that acquires additional ...
This chapter was invited to provide a description of the landscape of the international dimension... more This chapter was invited to provide a description of the landscape of the international dimension of IEA's International Civic and Citizenship Education Study (ICCS) within the Latin American region. These authors possess extensive experience in analyzing and publishing from these datasets. The chapter begins by describing their professional, academic, and personal involvement with IEA's civic education studies. This is followed by an analytical review of peerreviewed articles, books, as well as research projects that included ICCS data as part of their empirical evidence. It also describes the people, institutions, and research teams that have been involved in these projects. The result of this review is divided into two sections: a characterization of the topics that have proven relevant for the region, and mapping of the specific overlaps between these topics and the contents of the ICCS datasets. Finally, there are specific suggestions that could contribute to raising the profile of ICCS as a key resource for the discourse on civic education in Latin America.
The increasing diversity of student populations is a global educational trend. The relatively rec... more The increasing diversity of student populations is a global educational trend. The relatively recent rapid influx of immigrants, refugees and asylum seekers, coupled with issues of increasing intolerance, social exclusion and feelings of alienation, and extremism among young people, are posing complex challenges for educational systems around the world. Education has a key role to play in preparing future generations to address these problems and ensuring that young people acquire the social, civic, and intercultural competences needed for active and successful participation in society. This book presents five empirical studies, designed to examine differing factors and conditions that may help schools and teachers in their endeavors to promote tolerance in a globalized world. The 2009 International Civic and Citizenship Education Study (ICCS) provided the research data. This introductory chapter describes the overall theoretical framework, discusses key constructs, and outlines the aims guiding the five studies, concluding with an overview of all chapters.
Empirical evidence has consistently shown that political participation is positively related with... more Empirical evidence has consistently shown that political participation is positively related with socioeconomic background. Furthermore, recent research suggests that children who come from low status families are already less willing to get politically involved. The present paper aims to analyze the possible impact that schools can have in mitigating the effect of parents' socioeconomic status on students' expected electoral participation, focusing on two variables: civic knowledge and classroom climate. The analyses are based on a series of multilevel models using Chilean data of the International Civic and Citizenship Education Study 2009. The results support the influence of students' socioeconomic background on expected electoral participation. Furthermore, civic knowledge and classroom climate show a positive and similar influence on students' expected participation. However, classroom climate appears less affected by students' background than civic knowledge, opening the discussion about which strategy should be emphasized when aiming to mitigate the political participation gap.
In recent years, multiple social movements have emerged around the world. In addition, public sur... more In recent years, multiple social movements have emerged around the world. In addition, public surveys indicate the highest recorded levels of support for protest. In this context of acceptance of collective action, we examine the role of nonactivists in the perceived legitimacy of social movements, as this “passive” support can contribute to social change. Given that antecedents of legitimacy have been neglected in the literature, we carried out a survey ( N = 605) among a general sample of the population in Chile to shed light on this issue. We found that social identification with movements and perceived instability predicted the perceived legitimacy of protests by social movements, and that both variables had only indirect effects through group efficacy. This suggests that perceiving social movements as able to achieve success can lead nonactivists to perceive their actions as legitimate, highlighting the importance to movements of being seen to be effective.
A growing body of literature from different disciplines addresses concepts and measurement of cit... more A growing body of literature from different disciplines addresses concepts and measurement of citizenship. The present paper seeks to contribute to this field by examining the issue of youth citizenship from a comparative international perspective and proposing a simplified conceptual model that can be operationalized. This model includes a community dimension, which refers to individual’s relationship with their community associations, and a civic dimension, concerning institutional processes such as voting and/or political activism. The model was tested using multi-group confirmatory factor analysis and measurement equivalence for 8th grade students (n=139.875) across the 38 countries that participated in the International Civic and Citizenship Study (2009). Our results find support for the proposed conceptual model and its invariance across countries, and we discuss the implications for theory and further research.
Lack of tolerance toward traditionally disadvantaged groups, such as immigrants, ethnic minoritie... more Lack of tolerance toward traditionally disadvantaged groups, such as immigrants, ethnic minorities and women, represents a growing challenge to contemporary democracies. Assuming that attitudes toward such social groups are at least partly learned during the political socialization of school-age children, this chapter explores individual differences in equal rights attitudes using data from the last International Civic and Citizenship Education Study (ICCS) 2009 on socioeconomic and demographic characteristics of eighth grade students from 38 countries. Using structural equations and multilevel models, the analysis estimates regression models using a set of measures, with family status being the main independent variable. The results show that there are large differences across countries regarding the level of inclusive attitudes, and that parental education and the number of books at home are relevant predictors of more inclusive attitudes of children in most of the countries analyzed; however, patterns differ by gender and immigrant groups. The findings are discussed, taking into account current and future political issues associated with migration and demands for equal rights.
A growing body of literature from different disciplines addresses concepts and measurement of cit... more A growing body of literature from different disciplines addresses concepts and measurement of citizenship. The present article seeks to contribute to this field by examining the issue of youth citizenship from a comparative international perspective and proposing a simplified conceptual model that can be operationalized. This model includes a community dimension, which refers to individual’s relationship with their community associations, and a civic dimension, concerning institutional processes such as voting and/or political activism. The model was tested using multigroup confirmatory factor analysis and measurement equivalence for eighth-grade students ( n = 139.875) across 38 countries that participated in the International Civic and Citizenship Study (2009). Our results find support for the proposed conceptual model and its invariance across countries, and we discuss the implications for theory and further research.
Large scale international studies focus a great deal on measuring knowledge as academic achieveme... more Large scale international studies focus a great deal on measuring knowledge as academic achievement, leaving sidelined the study of students, parents and teachers’ attitudes. In the case of the International Civic and Citizenship Education Study (ICCS 2009), along with civic knowledge there are a series of relevant instruments for measuring citizenship related concepts as attitudes, beliefs and behavior. In order to facilitate and estimulate the use of these questionnaires, this database incorporates variables constructed on the basis of compound indices (estimated with IRT) of those scales that address the same topic, such as trust in institutions, participation, school climate, attitudes towards minorities and ethnic groups, among others. Many times these variables are used as they come in the database, without stopping to analyze or problematize the validity of these measurements and their consequences in terms of analysis and contrast of hypotheses. Using as an example the scale...
Based on the conceptualization of democratic principles in the International Civic and Citizenshi... more Based on the conceptualization of democratic principles in the International Civic and Citizenship Education Study (ICCS) 2009, particularly attitudes concerning equal rights for disadvantaged groups, such as immigrants, ethnic groups and women, this chapter evaluates the extent to which the scales measuring attitudes toward gender equality, equal rights for all ethnic/racial groups and equal rights for immigrants are invariant, and to what extent they can be compared across the countries participating in the study. Multi-group confirmatory factor analysis is used to estimate a measurement model of the egalitarian attitudes and its measurement equivalence across the 38 countries (n = 140,000 8th grade students) that participated in ICCS 2009. The results indicate that the original scales are non-invariant. Nevertheless, with some modifications, the proposed conceptual model was found to be invariant across countries. The chapter concludes with a discussion of the theoretical and empirical implications of the model.
The series IBE Working Papers on Curriculum Issues is intended to share interim results of ongoin... more The series IBE Working Papers on Curriculum Issues is intended to share interim results of ongoing research and to increase access to a range of unpublished documents, reports and exploratory studies produced at UNESCO-IBE, by IBE partners or members of the IBE network on curriculum development. These Working Papers are disseminated to a wide audience of both academic and non-academic people and institutions for purposes of information and discussion. They have been approved for circulation by UNESCO-IBE but typically have not been formally edited or peer reviewed. Therefore, feedback on these documents is warmly encouraged. Previous issues: (Available online on the IBE website) 4. La compétence comme organisateur des programmes de formation revisitée, ou la nécessité de passer de ce concept à celui de « l'agir compétent ».
The aim of this study is to contrast two different sources of information regarding citizenship e... more The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students' civic attitudes and practices. When analyzing curricular guidelines, we consider the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, we analyze the results of the 2009 ICCS study. By using quantitative methods, we contrast the curricular emphasis and students' results for each of the six countries considered. Our findings show that several curricular absences are associated with students' low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on lesscovered civic topics. Finally we encourage further research on classroom practices, especially on the topics highlighted in this research, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability. Inside classroom research is very important to have a complete view of civic/citizenship curricular guidelines and practices, considering the limitations implied by looking at the intended curriculum (official documents) rather than the one implemented.
En el discurso público comúnmente se asume que Chile es un país solidario, un supuesto que se con... more En el discurso público comúnmente se asume que Chile es un país solidario, un supuesto que se confunde con la idea de una cierta homogeneidad en lo que respecta a valores solidarios y conductas de ayuda en el país. El presente trabajo apunta a cuestionar esta idea de homogeneidad respecto de solidaridad, proponiendo que las conductas solidarias se relacionan con los recursos que las personas poseen, los que a su vez se asocian al lugar que las personas ocupan en la estructura de estratificación social. Tomando los datos de la Encuesta de Solidaridad realizada en 2009 por el Centro de Medición MIDE UC de la Pontificia Universidad Católica de Chile, el trabajo se centra en un tipo de conducta de ayuda particular: las donaciones en dinero. El análisis se focaliza en la influencia de recursos personales como ingreso, educación y pertenencia a redes sobre este tipo de donaciones. Los resultados indican que los individuos con mayores recursos son más proclives a las donaciones, donde el n...
Si bien hasta ahora se han utilizado diferentes indicadores de desigualdad económica percibida en... more Si bien hasta ahora se han utilizado diferentes indicadores de desigualdad económica percibida en investigaciones basadas en encuestas, no existen estudios específicos que comparen estos indicadores. Usando datos de la encuesta representativa nacional ISSP 2009 (N = 1.505), la investigación comparó 3 medidas de percepción de desigualdad en Chile y analizó la influencia de predictores de estatus, posición política y evaluación de justicia salarial en las variables perceptuales, mediante métodos de correlación y regresión. De acuerdo a los resultados, los indicadores perceptuales se encuentran débilmente asociados entre sí y, por lo tanto, estarían dando cuenta de distintos aspectos de la percepción de desigualdad. Además, el estatus socioeconómico demostró influir directamente en la desigualdad percibida, mientras aquellos que evalúan su salario como justo tenderían a percibir menos desigualdad. Finalmente se discuten las consecuencias y proyecciones de esta investigación.
Resumen: Chile es uno de los países con mayor concentración del ingreso a nivel mundial. Dada la ... more Resumen: Chile es uno de los países con mayor concentración del ingreso a nivel mundial. Dada la relación entre alta desigualdad económica y patrones de estratifi cación social, en tal contexto se esperaría una alta dispersión de las percepciones respecto del propio estatus o estatus social subjetivo. Sin embargo, la evidencia internacional señala una marcada tendencia hacia la media del estatus subjetivo, es decir, existirían distorsiones del estatus subjetivo respecto del estatus objetivo. La presente investigación intenta profundizar en este aspecto para el caso de Chile, particularmente en la relación entre estatus socioeconómico, clase social y estatus subjetivo. Los datos a analizar corresponden al módulo de desigualdad económica de la encuesta International Social Survey Programme (ISSP), en su versión del año 2009 para Chile. Los resultados indican una marcada tendencia en la población hacia la media del estatus subjetivo, principalmente de parte de aquellos con mayor estatus objetivo. La desigualdad social es un tema tradicional de investigación y teorización en sociología, particularmente desde el concepto de estratifi cación social. La estratifi cación parte del reconocimiento que todas las sociedades se caracterizan por una distribución desigual, donde un grupo privilegiado de individuos goza de una parte desproporcionada de ingreso, poder y otros recursos (Lenski 1966). El término estratifi cación se utiliza para dar cuenta de las estructuras sistemáticas de desigualdad (Crompton 1998; Grusky 2001; Kerbo 1991; Kerckhoff 1995), intentando responder la pregunta ¿quién obtiene qué y porqué? (Lenski 1966). Esta perspectiva estructural de la desigualdad se encuentra representada desde Esta investigación ha sido fi nanciada por el proyecto Inicio 11/
To what extent does social origin impact the disposition of students toward becoming politically ... more To what extent does social origin impact the disposition of students toward becoming politically involved in their future adult life? Using Chilean data from Civic Education Study, 1999 (N = 5688), and International Civic and Citizenship Education Study, 2009 (N = 5192), the present research analyzes, on the one hand, the impact of socioeconomic variables on attitudes toward future political participation and, on the other hand, explores to what extent the association between social origin and participation has changed over time. The analysis is performed in a multilevel framework, to account for both family socioeconomic status and individual school characteristics. The results support the hypothesis that social origin continues to have a strong influence on students’ attitudes toward political participation, in the context of the two measurement points. The resulting discussion focuses on the role of schools in reducing socioeconomic differences, an issue that acquires additional ...
This chapter was invited to provide a description of the landscape of the international dimension... more This chapter was invited to provide a description of the landscape of the international dimension of IEA's International Civic and Citizenship Education Study (ICCS) within the Latin American region. These authors possess extensive experience in analyzing and publishing from these datasets. The chapter begins by describing their professional, academic, and personal involvement with IEA's civic education studies. This is followed by an analytical review of peerreviewed articles, books, as well as research projects that included ICCS data as part of their empirical evidence. It also describes the people, institutions, and research teams that have been involved in these projects. The result of this review is divided into two sections: a characterization of the topics that have proven relevant for the region, and mapping of the specific overlaps between these topics and the contents of the ICCS datasets. Finally, there are specific suggestions that could contribute to raising the profile of ICCS as a key resource for the discourse on civic education in Latin America.
The increasing diversity of student populations is a global educational trend. The relatively rec... more The increasing diversity of student populations is a global educational trend. The relatively recent rapid influx of immigrants, refugees and asylum seekers, coupled with issues of increasing intolerance, social exclusion and feelings of alienation, and extremism among young people, are posing complex challenges for educational systems around the world. Education has a key role to play in preparing future generations to address these problems and ensuring that young people acquire the social, civic, and intercultural competences needed for active and successful participation in society. This book presents five empirical studies, designed to examine differing factors and conditions that may help schools and teachers in their endeavors to promote tolerance in a globalized world. The 2009 International Civic and Citizenship Education Study (ICCS) provided the research data. This introductory chapter describes the overall theoretical framework, discusses key constructs, and outlines the aims guiding the five studies, concluding with an overview of all chapters.
Empirical evidence has consistently shown that political participation is positively related with... more Empirical evidence has consistently shown that political participation is positively related with socioeconomic background. Furthermore, recent research suggests that children who come from low status families are already less willing to get politically involved. The present paper aims to analyze the possible impact that schools can have in mitigating the effect of parents' socioeconomic status on students' expected electoral participation, focusing on two variables: civic knowledge and classroom climate. The analyses are based on a series of multilevel models using Chilean data of the International Civic and Citizenship Education Study 2009. The results support the influence of students' socioeconomic background on expected electoral participation. Furthermore, civic knowledge and classroom climate show a positive and similar influence on students' expected participation. However, classroom climate appears less affected by students' background than civic knowledge, opening the discussion about which strategy should be emphasized when aiming to mitigate the political participation gap.
In recent years, multiple social movements have emerged around the world. In addition, public sur... more In recent years, multiple social movements have emerged around the world. In addition, public surveys indicate the highest recorded levels of support for protest. In this context of acceptance of collective action, we examine the role of nonactivists in the perceived legitimacy of social movements, as this “passive” support can contribute to social change. Given that antecedents of legitimacy have been neglected in the literature, we carried out a survey ( N = 605) among a general sample of the population in Chile to shed light on this issue. We found that social identification with movements and perceived instability predicted the perceived legitimacy of protests by social movements, and that both variables had only indirect effects through group efficacy. This suggests that perceiving social movements as able to achieve success can lead nonactivists to perceive their actions as legitimate, highlighting the importance to movements of being seen to be effective.
A growing body of literature from different disciplines addresses concepts and measurement of cit... more A growing body of literature from different disciplines addresses concepts and measurement of citizenship. The present paper seeks to contribute to this field by examining the issue of youth citizenship from a comparative international perspective and proposing a simplified conceptual model that can be operationalized. This model includes a community dimension, which refers to individual’s relationship with their community associations, and a civic dimension, concerning institutional processes such as voting and/or political activism. The model was tested using multi-group confirmatory factor analysis and measurement equivalence for 8th grade students (n=139.875) across the 38 countries that participated in the International Civic and Citizenship Study (2009). Our results find support for the proposed conceptual model and its invariance across countries, and we discuss the implications for theory and further research.
[Final version of this paper: Bascopé, Bonhomme, Cox, Castillo & Miranda (2015) Curricular guidel... more [Final version of this paper: Bascopé, Bonhomme, Cox, Castillo & Miranda (2015) Curricular guidelines and citizenship attitudes in Latin American students: A comparative analysis]
The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students’ civic attitudes and practices. When analyzing curricular guidelines, it is considered the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, the results of the 2009 ICCS study are analyzed. By using quantitative methods, this study contrasts the curricular emphasis and students’ results for each of the six countries considered. The findings show that several curricular absences are associated with students’ low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on less-covered civic topics. Further research could analyze classroom practices, especially on the topics highlighted here, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability, in order to have a complete view of civic/civil curricular guidelines and practices, considering the limitations implied by revising the intended curriculum (official documents) rather than the one implemented.
C. Cox & J.C. Castillo (Eds.), Aprendizaje de la Ciudadanía: Contextos, Experiencias y Resultados [Citizenship learning: Contexts, experiences and results], Santiago, Mar 2015
Curricular guidelines have become progressively relevant for educating future active citizens. In... more Curricular guidelines have become progressively relevant for educating future active citizens. In such a context, it becomes crucial to explore the relationship between the curricular guidelines and how citizenship education is currently acquired by students in Latin American countries. Therefore, the aim of this paper is to comparatively evaluate the institutional view of citizenship expressed in each curriculum and students’ attitudes on civic issues. The exploratory factor analysis and curricular descriptive statistical analysis are based in two valuable and complementary sources, respectively: The Latin American module of the International Civic and Citizenship Study (ICCS) and the Regional System of Citizenship Skills (Sredecc). By making a systematic comparison of both sources, this study reveals that several curricular aspects are consistent with students’ citizenship attitudes and beliefs, and suggests some guidelines for improving and expanding citizenship education in Latin America, considering the importance of education for the formation of an active citizenship.
This open access thematic report identifies factors and conditions that can help schools and educ... more This open access thematic report identifies factors and conditions that can help schools and education systems promote tolerance in a globalized world. The IEA’s International Civic and Citizenship Study (ICCS) is a comparative research program designed to investigate the ways in which young people are prepared to undertake their roles as citizens, and provides a wealth of data permitting not only comparison between countries but also comparisons between schools within countries, and students within countries. Advanced analytical methods provide insights into relationships between students’ attitudes towards cultural diversity and the characteristics of the students themselves, their families, their teachers and school principals. The rich diversity of educational and cultural contexts in the 38 countries who participated in ICCS 2009 are also acknowledged and addressed.
Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.
Background paper prepared for the 2019 Global Education Monitoring Report - ED/GEMR/MRT/2018/P1/22 , 2018
This paper was commissioned by the Global Education Monitoring Report as background information t... more This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2019 GEM Report, Migration, displacement and education: Building bridges, not walls. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the Global Education Monitoring Report or to UNESCO. The papers can be cited with the following reference: “Paper commissioned for the 2019 Global Education Monitoring Report, Migration, displacement and education: Building bridges, not walls”. For further information, please contact [email protected].
Recoger, analizar y publicar información sobre los sistemas de educación superior es en este mom... more Recoger, analizar y publicar información sobre los sistemas de educación superior es en este momento una tarea de la mayor relevancia. Repetimos sostenidamente que las sociedades en que vivimos están en constante proceso de cambio, proceso que, por supuesto, afecta a la educación superior. Sin embargo, sin hacer un recorrido sistemático por las distintas dimensiones del sector, es imposible tener una visión clara de lo que han significado esos cambios, e intentar identificar la forma de asegurar que la educación superior –inmersa en el contexto social– pueda, a la vez que recibe su influencia, actuar como agente de cambio y transformación de personas y sociedades. Temas como la caracterización de las instituciones que operan en la región, el acceso, el personal académico, la capacidad de formación de capital humano avanzado, el gobierno, el financiamiento y el aseguramiento de la calidad permiten ir conformando un panorama útil y completo de la educación superior. En esta ocasión, se incorporó un tema de la mayor relevancia, que suele ser casi invisible: la forma en que los distintos países asumen la inclusión de personas con discapacidad. Se trata de un abordaje más amplio y complejo respecto de la equidad; esperamos que al ponerlo sobre la mesa, sea posible generar una discusión al respecto e identificar formas para avanzar hacia mecanismos que faciliten la inclusión de personas capaces de contribuir de manera eficaz al desarrollo y el bienestar de los países.
Uploads
Papers by Daniel Miranda
The aim of this study is to contrast two different sources of information regarding citizenship education in Latin America: curricular guidelines, and students’ civic attitudes and practices. When analyzing curricular guidelines, it is considered the official national documents of the respective Ministries of Education, whereas regarding civic practices and attitudes, the results of the 2009 ICCS study are analyzed. By using quantitative methods, this study contrasts the curricular emphasis and students’ results for each of the six countries considered. The findings show that several curricular absences are associated with students’ low achievement in civic and citizenship knowledge and attitudes. Therefore, these results provide some guidelines for improving the official curricular documents and developing more empirical research on less-covered civic topics. Further research could analyze classroom practices, especially on the topics highlighted here, such as authoritarianism, peaceful coexistence, national and regional identity, and accountability, in order to have a complete view of civic/civil curricular guidelines and practices, considering the limitations implied by revising the intended curriculum (official documents) rather than the one implemented.
Readers interested in civic education and adolescents’ attitudes towards cultural diversity will find the theoretical perspectives explored engaging. For readers interested in methodology, the advanced analytical methods employed present textbook examples of how to address cross-cultural comparability of measurement instruments and multilevel data structures in international large-scale assessments (ILSA). Meanwhile, those interested in educational policy should find the identification and comparison of malleable factors across education systems that contribute to positive student attitudes towards cultural diversity a useful and thought-provoking resource.
que las sociedades en que vivimos están en constante proceso de cambio, proceso que, por supuesto, afecta a la educación superior. Sin embargo, sin hacer un recorrido
sistemático por las distintas dimensiones del sector, es imposible tener una visión clara de lo que han significado esos cambios, e intentar identificar la forma de asegurar
que la educación superior –inmersa en el contexto social– pueda, a la vez que recibe su influencia, actuar como agente de cambio y transformación de personas y
sociedades.
Temas como la caracterización de las instituciones que operan en la región, el acceso, el personal académico, la capacidad de formación de capital humano avanzado,
el gobierno, el financiamiento y el aseguramiento de la calidad permiten ir conformando un panorama útil y completo de la educación superior. En esta ocasión,
se incorporó un tema de la mayor relevancia, que suele ser casi invisible: la forma en que los distintos países asumen la inclusión de personas con discapacidad. Se trata de un abordaje más amplio y complejo respecto de la equidad; esperamos que al ponerlo sobre la mesa, sea posible generar una discusión al respecto e identificar formas para avanzar hacia mecanismos que faciliten la inclusión de personas capaces de contribuir de manera eficaz al desarrollo y el bienestar de los países.