Challenges for Peacebuilding and Citizenship Learning in Colombia

IF 0.4 Q4 EDUCATION & EDUCATIONAL RESEARCH

Magis-Revista Internacional de Investigacion en Educacion Pub Date : 2019-01-01 DOI:10.11144/JAVERIANA.M11-23.CPCL

Ángela María Guerra-Sua

引用次数: 4

Abstract

Some education practices can impede learning democratic citizenship agency by reinforcing injustices or omitting dissenting perspectives. Other practices may help address conflict issues through problem-posing inquiry activities. This literature review explores the ways social sciences’ curriculum practices can select knowledges that enhance peace or exacerbates violence. Considering peace and conflict theories, I highlight the limitations and possibilities for peacebuilding of Colombia’s citizenship and social sciences’ curricula. Also, I discuss the ways certain social studies curriculum decisions (selections and omissions) may reproduce violence, injustice and passivity. Finally, I discuss how certain practices may develop critical citizenship capacities to handle conflicts.

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哥伦比亚建设和平和公民学习面临的挑战

其他实践可以通过提出问题的探究活动帮助解决冲突问题。本文献综述探讨了社会科学课程实践可以选择促进和平或加剧暴力的知识的方式。考虑到和平与冲突理论，我强调了哥伦比亚公民和社会科学课程在建设和平方面的局限性和可能性。此外，我还讨论了某些社会研究课程决定(选择和省略)可能再现暴力、不公正和被动的方式。最后，我讨论了某些实践如何培养公民处理冲突的关键能力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Magis-Revista Internacional de Investigacion en Educacion EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

0.00%

发文量

审稿时长

48 weeks

期刊介绍： The journal takes as an essential part the promotion of the good practices of educational investigation in the country and in the region, by means of the presentation and analysis of epistemologies, perspectives and methodological designs, reflections theoretical and results of excellent investigations in the education. It focuses its different declarations in the good teaching, didactic practices and of educational management, so much the way in which these practices are a declaration of integral formation of those who carry out them, they face them and study them, as the disposition of the pupil to achieve its integral formation and its meeting with himself itself propitiated by the accompaniment of the teacher across the dialogue. magis, International Journal of Research in Education, besides being a space for discussion on the prospects of research in education and a way to disseminate results and research approaches, is conceived as an academic space of mediation in the qualification of the research capital of the region. magis is a biannual digital publication with a rejection rate of 80%.