Bradley Levinson Research Collection

Permanent link for this collectionhttps://hdl.handle.net/2022/25629

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Browsing Bradley Levinson Research Collection by Author "Levinson, Bradley A.U."

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    Democratic citizenship education in Latin America: A new imperative for the Americas
    (Inter-American Journal of Education for Democracy, 2007-09) Levinson, Bradley A.U.; Schugurensky, Daniel; González, Roberto
    During the last decade, countries across the Americas have been active in revising programs for civic education in order to create a broader and deeper democratic political culture. Perennially a bulwark of national identity and allegiance for more authoritarian or populist regimes, civic education has been reconceived as a space for fostering democratic citizenship. Yet school-based civic education remains but one actor in the drama, variously competing and aligning with the many forces and influences that shape the construction of citizenship, from popular culture and the media, to peer groups and economic relations, to political opportunities and the balance of rights and responsibilities present in each particular context. In discourse across the Americas, civic education is giving way to “citizenship” education, and the broader term, “citizenship formation,” is often preferred, especially in the Spanish and Portuguese languages. In our usage, then, democratic citizenship education (DCE) includes state-sponsored initiatives in schools and in non-formal education programs, as well as informal socialization processes and organized civil society initiatives. During the last decade, the Organization of American States (OAS) has also played an important role in the region promoting DCE. At least since the Second Summit of the Americas, held in Santiago de Chile in 1998, numerous mandates for attention to “democratic values and practices” have been promulgated during OAS general assemblies, plenary sessions, and Summits of the Americas. Such efforts were strongly bolstered by the signing of the Inter-American Democratic Charter of the OAS in September of 2001. Articles 26 and 27 of the Charter placed emphasis on the need to develop a “democratic culture” to accompany democratic political reforms. In particular, Article 27 mandated that “special attention shall be given to the development of programs and activities for the education of children and youth as a means of ensuring the continuance of democratic values, including liberty and social justice.” Since that time, the Department of Education and Culture, in collaboration with the Department for the Promotion of Governance of the OAS, has taken the lead in convening meetings with participants from governmental and non-governmental institutions throughout the Americas to share knowledge of best practices across borders and to exchange ideas through open discussions and debates.
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    Editorial Introduction
    (Inter-American Journal of Education for Democracy, 2009-06) Levinson, Bradley A.U.
    As I write these words, the Fifth Summit of the Americas in Trinidad and Tobago has just wrapped up, and a renewed sense of respectful hemispheric cooperation is being widely proclaimed. The Inter - American Democratic Charter, which stimulates and reaffirms all OAS member states’ commitment to democracy as way of life, has once again been invoked as a touchstone for such cooperation. At the Inter-American Journal of Education for Democracy, we are heartened by these trends, and we also look forward to similar collaboration at the upcoming sixth OAS Meeting of Ministers of Education, already in planning for August 12th, in Quito, Ecuador. We see our work as contributing to educational development in the Americas, and we envision this work unfolding in a spirit of mutuality and public-mindedness. The Journal serves as a space for the exchange of research experiences and ideas, a vital forum for reflection amidst the otherwise urgent business of constructing and strengthening democratic political cultures in our region.
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    Etnografía de la educación: Tendencias actuales [Ethnography of education: Current trends]
    (Revista mexicana de investigación educativa, 2007-07) Levinson, Bradley A.U.; Sandoval-Flores, Etelvina; Bertely-Busquets, María
    Qué es la etnografía, de dónde proviene, y hacia dónde se dirige, en cuanto acercamiento teórico-metodológico? ¿Cómo ha aportado la etnografía a la investigación educativa y, consecuentemente, al cambio de la práctica educativa? ¿Cuáles son las tendencias actuales de la etnografía educativa, que nos permiten apreciar las nuevas comprensiones y conocimientos que pueda aportar a los procesos educativos? En este ensayo introductorio a la sección temática procuramos dar respuesta a estas preguntas, de forma muy breve y sintética, sobre todo a través del recuento de los temas y avances teórico-metodológicos representados en los artículos que conforman la temática.
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    Interculturality as a pivotal aspect of education for democracy: A dialogue with Sylvia Schmelkes
    (Inter-American Journal of Education for Democracy, 2008-06) Levinson, Bradley A.U.
    In this dialogue, the editor of the Inter-American Journal of Education for Democracy, Bradley Levinson, interviews the distinguished educator and educational researcher Sylvia Schmelkes, member of the Editorial Board of this Journal, who is currently the Chair of the Department of Education and Director of the Institute for Educational Research of the Ibero-American University of Mexico. Sylvia Schmelkes has a long and prominent trajectory as an educational researcher, specializing in values education, popular and non-formal education, and aspects of quality in basic education. Among her more significant books and articles are Quality in Primary Education in Mexico; Toward Better Quality in our Schools; and Values Education in Basic Education. For many years Ms. Schmelkes was a researcher for the Center of Educational Studies, and later on, the Department of Educational Research (CINVESTAV-IPN), in Mexico. After 2001 she joined the Secretariat of Public Education as Director of the Office of Intercultural and Bilingual Education, a position she held until 2007.
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    The Universal Declaration of Human Rights and education for democracy
    (Inter-American Journal of Education for Democracy, 2008-06) Schugurensky, Daniel; Levinson, Bradley A.U.; González, Roberto
    We are very happy to present this second issue of the Inter-American Journal of Education for Democracy. Producing a peer-reviewed journal has proved a more complicated and demanding task than we originally anticipated, especially considering that most of the work is done on a volunteer basis, that the editorial committee is located in different parts of the continent, and that the process of evaluating the many papers submitted in three different languages creates additional logistical challenges. Nonetheless, and despite the natural growing pains, the Journal is overcoming these and other challenges, and we are already busy preparing the third issue.