A conceptual understanding of civics education in Spain and the United States: a systematic review

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Bordon-Revista de Pedagogia Pub Date : 2022-03-26 DOI:10.13042/bordon.2022.90636

Sarah Kells

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Abstract

INTRODUCTION. How does one learn to live with others? What does it mean to be a citizen in a liberal democracy? How do we ensure the future of fragile democratic institutions? Civics education, the formative activity of training young generations to take part in society by way of encouraging active and informed participation in their democratic society, is an area of study long tied to the quest of answering these questions. METHOD AND RESULTS. Through a systematic review, the current article describes the conceptual evolution of civics education in Spain and the United States in the years 2000-2020. Eighty-four articles were included in the revision and were analyzed and coded qualitatively. Momentous events in both countries are juxtaposed with the academic publications in an effort to track shifts, inflection points, and changes of foci within the fields of study. DISCUSSION. The current article outlines the historical events in each country, such as the anti-austerity movement in Spain and the events of September 11th, as potential milestones within the conceptual evolution of the literature on civics education. This article represents the first phase of a larger research project contextualizing relevant historical events within the body of research in the fields of education, political science, and sociology as it relates to the study of civics education.

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对西班牙和美国公民教育的概念理解:系统回顾

介绍。一个人如何学会与他人相处?作为一个自由民主国家的公民意味着什么?我们如何确保脆弱的民主制度的未来?公民教育是通过鼓励积极和知情地参与民主社会来训练年轻一代参与社会的形成性活动，是一个长期与寻求回答这些问题联系在一起的研究领域。方法与结果。通过系统回顾，本文描述了2000-2020年间西班牙和美国公民教育概念的演变。修订纳入了84篇文章，并对其进行定性分析和编码。两国的重大事件与学术出版物并列，以努力跟踪研究领域内的转变、拐点和焦点变化。讨论。当前的文章概述了每个国家的历史事件，如西班牙的反紧缩运动和9月11日的事件，作为公民教育文献概念演变中的潜在里程碑。本文代表了一个更大的研究项目的第一阶段，该项目将教育、政治学和社会学领域的相关历史事件置于与公民教育研究相关的研究范围内。

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来源期刊

Bordon-Revista de Pedagogia EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

0.00%

发文量

期刊介绍： Bordon. Journal of Education (ISSN: 0210-5934, e-ISSN: 2340-6577), the publication of the Spanish Pedagogical Society, published continuously since 1949. Originally a monthly publication until 1973, it is now published quarterly. It is a scientific journal in the field of education and gives a humanistic and universal view as an aid for education professionals. The purpose of Bordon is expressed in its presentation article (Issue 1, Year 1, May 1949), highly significant for the cultural moment of the times, and in which it makes this brief statement: “We are attempting to provide a service to education in Spain and even worldwide. As grand as our intention may be, we still believe in simplicity. We are not upset by the risk of failure; if Bordón only becomes of interest in the world of culture and education, we will thank God for helping us hit the mark; if, however, we were to see that we do know how to achieve our goal, we would calmly but perhaps slightly melancholically allow this newborn journal to die. And perhaps in this presence of possible failure may be found the greatest guarantee of continuity, because it will be for us like a permanent call of alert.” Bordón. Revista de Pedagogía is present in all the major indices of scientific quality such as the European Reference Index for the Humanities Proquest, Ebsco… Two external reviewers evaluate all its articles, in accordance with the double-blind peer review system.