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Global Interests, Institutional Forms, Contested Meanings

Democratic Citizenship Education in Latin America. Global Interests, Institutional Forms, Contested Meanings. Bradley A.U. Levinson Juan G. Berumen Indiana University. Overview. Political democratization across Latin America, post 1983

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Global Interests, Institutional Forms, Contested Meanings

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  1. Democratic Citizenship Education in Latin America Global Interests, Institutional Forms, Contested Meanings Bradley A.U. LevinsonJuan G. Berumen Indiana University

  2. Overview • Political democratization across Latin America, post 1983 • Imperative to create a “new citizen” for a “democratic culture” • Globalization, NGOs, and the “market” for democratic citizenship education (DCE/FCD) • Local appropriations/hybrids of globalizing educational models

  3. The organizational and institutional landscape Initial questions: • What are the major organizations sponsoring democracy, and how do they work? Who funds them? • What laws and policy statements have been passed that are driving these programs? • What is the political/social context in which certain kinds of programs and policies are being developed? • What role do government agencies, especially ministries of education, play in developing and implementing these programs and what role do various NGOs play? What kinds of collaborations/relationships, if any, exist between these 2 different sectors?

  4. The organizational and institutional landscape(continued) • Democratic social movements: within and without ministries of education • National ministries of education and the civil society (NGO) sector • The Inter-American Democratic Charter and the OAS initiative • Increased engagement with international NGOs and donor agencies

  5. Key values of democratic citizenship: Contested meanings Initial questions: • In programs and initiatives, how is “democracy” implicitly/explicitly defined or conceived? • How is “the democratic citizen” implicitly/explicitly defined or conceived? • What kinds of knowledge, competencies, values, or dispositions are highlighted? • What is the political/social context in which certain values and competencies are highlighted over others?

  6. Key values of democratic citizenship: Contested meanings(continued) • Respect for authority and rule of law • Discipline and peaceful conflict resolution • Privacy and individual choice • Tolerance and respect for diversity • Equality and social justice (gender? ethnicity?) • Responsibility and civic participation

  7. Examples… Aristóbulo Izturiz, Secretary of Education, Venezuela Talks about need to turn turn democracia política into democracia social; educación para un estado de derecho into educación para justicia social; democracia formal into democracia participativa; and democracia representativa into democracia protagónica. Democratic education is thus oriented toward the “new” democratic society, towards “participación y protagonismo en la toma de decisiones.”

  8. Examples… He highlights the features of the secondary program, Education for a Culture of Lawfulness, which puts emphasis on combating delinquency and corruption, but also the “fortalecimiento de los procesos de toma de decisiones dentro de un marco de respeto a la ley.” Lorenzo Gómez-Morín, Subsecretary for Basic Education, Mexico

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