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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 0000-0001-6162-3875), Amurabi Oliveira (ORCID 0000-0002-7856-1196), Jordi Castellví (ORCID 0000-0002-6487-5477)
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
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  Data: <searchLink fieldCode="AR" term="%22Marta+Estellés%22">Marta Estellés</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6162-3875">0000-0001-6162-3875</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amurabi+Oliveira%22">Amurabi Oliveira</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7856-1196">0000-0002-7856-1196</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jordi+Castellví%22">Jordi Castellví</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6487-5477">0000-0002-6487-5477</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Compare%3A+A+Journal+of+Comparative+and+International+Education%22"><i>Compare: A Journal of Comparative and International Education</i></searchLink>. 2024 54(6):1002-1020.
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  Data: 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
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Citizenship+Education%22">Citizenship Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Authoritarianism%22">Authoritarianism</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Attitudes%22">Political Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Politics+of+Education%22">Politics of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Theory%22">Critical Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1080/03057925.2023.2170167
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  Data: 0305-7925<br />1469-3623
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  Data: 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.
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      – SubjectFull: National Curriculum
        Type: general
      – SubjectFull: Citizenship Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Authoritarianism
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      – SubjectFull: Political Attitudes
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      – SubjectFull: Politics of Education
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Brazil
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      – SubjectFull: Spain
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      – TitleFull: National Curricula and Citizenship Education in Populist Times. The Cases of Brazil and Spain
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