| _version_ | 1866901838130839552 |
|---|---|
| author | Messina, Claudia Sundaram, Vanita Davies, Ian |
| author_facet | Messina, Claudia Sundaram, Vanita Davies, Ian |
| contents | <p>In this chapter we discuss the characterization of citizenship education as shown<br>in a sample of textbooks in Spain and England. Textbook research that focuses on<br>individual countries such as that undertaken by Lisovskaya and Karpov (1999),<br>Usher and Edwards (1994), Cowans (1996), Kwang (1985), and Washburn (1997) is<br>well established and valuable. We seek, however, to pursue a comparative analysis,<br>following the extensive work undertaken by such bodies as the Georg Eckert Institute<br>for International Textbook Research in Braunschweig, Germany. We recognize the<br>potential for improvements to national policies and practice as a consequence of<br>comparative and evaluative research in multiple settings through a clear recognition<br>of contextual specificity. We see textbooks not as straightforward accounts of ‘what<br>is,’ but as an indication of how a field is represented and of the particular positions<br>that are taken up in such accounts (Altbach, 1991; Crawford, 2000; Demel, 1996;<br>Foster, 1999; Issitt, 2004). Thinking specifically of textbooks and curricula developed<br>for citizenship education, the issues that characterize citizenship education are ones<br>that have been “conceived, designed and authored by real people with real interests”<br>(Apple & Christian-Smith, 1991, p. 9) or, less explicitly and insidiously, as argued<br>by authors such as Osler (1994), by those who follow existing norms. As such,<br>we recognize the need to explore the different forms in which the relatively new<br>curriculum area of citizenship education is being displayed.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18420273 |
| institution | Zenodo |
| language | |
| publishDate | 2016 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Democratic citizenship education in textbooks in Spain and England Messina, Claudia Sundaram, Vanita Davies, Ian <p>In this chapter we discuss the characterization of citizenship education as shown<br>in a sample of textbooks in Spain and England. Textbook research that focuses on<br>individual countries such as that undertaken by Lisovskaya and Karpov (1999),<br>Usher and Edwards (1994), Cowans (1996), Kwang (1985), and Washburn (1997) is<br>well established and valuable. We seek, however, to pursue a comparative analysis,<br>following the extensive work undertaken by such bodies as the Georg Eckert Institute<br>for International Textbook Research in Braunschweig, Germany. We recognize the<br>potential for improvements to national policies and practice as a consequence of<br>comparative and evaluative research in multiple settings through a clear recognition<br>of contextual specificity. We see textbooks not as straightforward accounts of ‘what<br>is,’ but as an indication of how a field is represented and of the particular positions<br>that are taken up in such accounts (Altbach, 1991; Crawford, 2000; Demel, 1996;<br>Foster, 1999; Issitt, 2004). Thinking specifically of textbooks and curricula developed<br>for citizenship education, the issues that characterize citizenship education are ones<br>that have been “conceived, designed and authored by real people with real interests”<br>(Apple & Christian-Smith, 1991, p. 9) or, less explicitly and insidiously, as argued<br>by authors such as Osler (1994), by those who follow existing norms. As such,<br>we recognize the need to explore the different forms in which the relatively new<br>curriculum area of citizenship education is being displayed.</p> |
| title | Democratic citizenship education in textbooks in Spain and England |
| url | https://doi.org/10.5281/zenodo.18420273 |