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Promotion of civic participation in Latin American schools

Mon, March 26, 11:30am to 1:00pm, Hilton Reforma, Floor: 2nd Floor, Don Diego 1 Section D

Proposal

Young people’s participation in civic life has been of great interest to researchers in the last two decades. Some studies have shown that there has been a decline in civic engagement, particularly in formal activities such as voting or participating in community groups or organizations (see Brooks, 2009; Hustinx, Lucas, Meijs, Handy, Femida & Cnaan, 2011; Ostrander, 2004). Preparing students for their future roles as citizens implies that institutions have to take into account that there are a wide variety of factors that influence the development of the knowledge and skills that are needed to form citizens who are interested in engaging actively in the solution of modern society’s problems.
Results from large-scale assessment studies, such as the International Civic and Citizenship Study (ICCS), coordinated by the International Association for the Evaluation of Educational Achievement (IEA) have emphasized the need to explore differences amongst countries in the ways in which students view themselves as future citizens. The study analyzes information about different aspects of students’ civic engagement, such as their knowledge and understanding of civic matters, civic behaviors, intentions and dispositions towards civic and citizenship education.
The aim of this paper is to examine differences amongst two Latin American countries: Chile and Mexico, and to explore how the schools’ learning environment has an impact on students’ dispositions and attitudes toward their present and future civic engagement. ICCS 2009 databases for Mexico and Chile were used to run multilevel regression analyses using different variables at student and school levels. Results from multilevel regression analyses are described.

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