National Curricula and Citizenship Education in Populist Times. The Cases of Brazil and Spain
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| Title: | National Curricula and Citizenship Education in Populist Times. The Cases of Brazil and Spain |
|---|---|
| Language: | English |
| Authors: | Marta Estellés (ORCID |
| Source: | Compare: A Journal of Comparative and International Education. 2024 54(6):1002-1020. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | National Curriculum, Citizenship Education, Foreign Countries, Authoritarianism, Political Attitudes, Educational Policy, Educational Research, Politics of Education, Critical Theory, Comparative Analysis |
| Geographic Terms: | Brazil, Spain |
| DOI: | 10.1080/03057925.2023.2170167 |
| ISSN: | 0305-7925 1469-3623 |
| Abstract: | Despite increasing attention to citizenship education since the turn of the 21st century, the recent spread of authoritarian populism worldwide has raised relatively little attention in educational policy and research. As a result, the possibilities and limitations that national curricula offer to educators to deal with this phenomenon are still rather uncertain. In this article, we develop an analytical framework based on the key features of authoritarian populism and critical citizenship education to compare the elements and scope for addressing populism in the national curricula of Brazil and Spain, two countries where national populism is particularly widespread. This paper examines the extent to which national curricula in these countries include goals and content that enable teachers to address the complexities of this phenomenon ranging from political polarisation through to the exaltation of national identities. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1440714 |
| Database: | ERIC |
| Abstract: | Despite increasing attention to citizenship education since the turn of the 21st century, the recent spread of authoritarian populism worldwide has raised relatively little attention in educational policy and research. As a result, the possibilities and limitations that national curricula offer to educators to deal with this phenomenon are still rather uncertain. In this article, we develop an analytical framework based on the key features of authoritarian populism and critical citizenship education to compare the elements and scope for addressing populism in the national curricula of Brazil and Spain, two countries where national populism is particularly widespread. This paper examines the extent to which national curricula in these countries include goals and content that enable teachers to address the complexities of this phenomenon ranging from political polarisation through to the exaltation of national identities. |
|---|---|
| ISSN: | 0305-7925 1469-3623 |
| DOI: | 10.1080/03057925.2023.2170167 |
