The Implementation of Project Citizen in Bolivian Schools: Perspectives from Three Teacher Educators

Abstract

The central aim of the present paper is to examine, from the Social Studies, Modern Languages, and Science Education perspectives, the role of the Project Citizen initiative in school communities of Bolivia. To that end, Project Citizen in Bolivia, during its first three years of implementation will be discussed, followed by views from each field (Social Studies, Foreign Languages, and Science Education) regarding the effect of this educational approach in Bolivian schools. For this purpose, the four core values suggested by Robinson and Taylor (2007) will serve as a framework to explore student voice: 1. A conception of communication as dialogue, 2. The requirement for participation and democratic inclusivity, 3. The recognition that power relations are unequal and problematic, and 4. The possibility for change and transformation

Kaynakça

1. American Council on the Teaching of Foreign Languages (ACTFL). (2006). Standards for Foreign Language Learning: Preparing for the 21st Century. Yonkers, NY: ACTFL, Inc.
2. Andean Information Network (AIN). Retrieved from
3. http://ain-bolivia.org/index.php?option=com_frontpage&Itemid=1 06/02/08.
4. Contreras, M. E., & Talavera-Simoni, M. L. (2003). The Bolivian education reform 1992-2002: case studies in large-scale education reform. The World Bank Education reform and management publication series. Vol. II, No. 2.
5. Creswell, J. (1994). Research Design Qualitative and Quantitative Approaches. Thousand Oaks: Sage.
6. Darder, A., Baltodano, M. P., Torres, R. D. (Eds.). (2009). The Critical Pedagogy Reader. New York: Routledge.
7. Fielding, M. (2001). Beyond the rhetoric of student voice: new departures or new constraints in the transformation of the 21st century schooling? Forum, 43(2), 100-110.
8. Fielding, M. (2004) ‘New wave’ student voice and the renewal of civic society. London Review of Education, 2(3), 197–217.

9. Friere, P. (1968) Pedagogy of the Oppressed. New York, NY: Continuum.
10. Goldstein, D. (2008). Community Justice in Bolivia: Beyond the Misconceptions. Retrieved from http://www.democracyctr.org/blog/archives/2008_03_01_democracyctr_archi ve.html 11/30/08.
11. Luykx, A. (1999). The Citizen Factory: Schooling and Cultural Production in Bolivia. Albany, N.Y.: SUNY Press.
12. McGregor, J. (2007). Recognizing student leadership: Schools and networks as sites of opportunities. Improving Schools, 10 (1), 86-101.
13. Medina-Jerez, W. (2007). Conceptualizations of nature from science students in northeastern Colombia. Bulletin of Science, Technology and Society, 27(5), 377-385.
14. National Council for the Social Studies (NCSS). (1994). Expectations of Excellence: Curriculum Standards for Social Studies. Silver Spring, MD: NCSS, Inc.
15. National Research Council (NRC). (1996). National Science Education Standards. Washington, DC: National Academy Press.
16. Parker, W. (2003). Teaching Democracy: Unity and Diversity in Public Life. New York, NY: Teachers College Press.
17. Patrick, J. J., Vontz, T. S., and Nixon, W. A. (2002). Issue-centered education for democracy through Project Citizen. In Parker, W. (Ed.), Education for Democracy: Contexts, Curricula, Assessments Greenwich, CT: Information Age Publishing.
18. Pearson, S., & Voke, H. (2003). Building and effective citizenry. American Youth Policy Forum. Washington, D. C.
19. Phelan, P., Davidson, A. and Cao, H. (1991) Students’ multiple worlds: Negotiating the boundaries of family, peer and school culture. Anthropology and Education Quarterly, 22 (3), 224-250.
20. Posch, P. (1999). The ecologization of schools and its implications for educational policy. Cambridge Journal of Education, 29(3), 341–8.
21. Reimers, F. (2007). Civic education when democracy is in flux: The impact of empirical research on policy and practice in Latin America. Citizenship and Teacher Education, 3(2), 1-17.
22. Robinson, C., & Taylor, C. (2007). Theorizing student voice: values and perspectives. Improving Schools, 10 (1), 5-17.
23. Ruddock, J. & Flutter, J. (2000). Pupil Participation and pupil perspective: Carving a new order of experience. Cambridge Journal of Education, 30(1), 75-89.
24. Stimmann-Branson, M (1999). Project Citizen: An introduction. Center for Civic Education: http://www.civiced.org/index.php?page=papers_speeches 05/31/08. Papers and Speeches. Retrieved from
25. Torney-Purta, J., Schwille, J., & Amadeo, J-A. (1999). The IEA Civic Education Study: Expectations and Achievements of Students in Thirty Countries. ERIC Digest, EDO-SO-1999-10. 2 pages.
26. Torney-Purta, J. (2001). Civic knowledge, belief in democratic institutions, and civic engagement among 14-year-olds. Prospects, 31(3), 279–292.
27. Torney-Purta, J. & Amadeo, J. (2003). A cross-national analysis of political and civic involvement among adolscents. www.apsanet.org Retrieved 04/03/11
28. Torney-Purta, J., Barber, C. Wilkenfield, B. & Homana, G. (2008). Profiles of civic life skills among adolescents: Indicators for researchers, policymakers, and the public. Child Indicators Research, 1(1), 86-106.
29. Torres, R. M. (2000). From agents of reform to subjects of change: The teaching crossroads in Latin America. Prospects, 30(2), 256-273.