{"title":"A conceptual understanding of civics education in Spain and the United States: a systematic review","authors":"Sarah Kells","doi":"10.13042/bordon.2022.90636","DOIUrl":null,"url":null,"abstract":"INTRODUCTION. How does one learn to live with others? What does it mean to be a citizen in a liberal democracy? How do we ensure the future of fragile democratic institutions? Civics education, the formative activity of training young generations to take part in society by way of encouraging active and informed participation in their democratic society, is an area of study long tied to the quest of answering these questions. METHOD AND RESULTS. Through a systematic review, the current article describes the conceptual evolution of civics education in Spain and the United States in the years 2000-2020. Eighty-four articles were included in the revision and were analyzed and coded qualitatively. Momentous events in both countries are juxtaposed with the academic publications in an effort to track shifts, inflection points, and changes of foci within the fields of study. DISCUSSION. The current article outlines the historical events in each country, such as the anti-austerity movement in Spain and the events of September 11th, as potential milestones within the conceptual evolution of the literature on civics education. This article represents the first phase of a larger research project contextualizing relevant historical events within the body of research in the fields of education, political science, and sociology as it relates to the study of civics education.","PeriodicalId":45710,"journal":{"name":"Bordon-Revista de Pedagogia","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Bordon-Revista de Pedagogia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.13042/bordon.2022.90636","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
INTRODUCTION. How does one learn to live with others? What does it mean to be a citizen in a liberal democracy? How do we ensure the future of fragile democratic institutions? Civics education, the formative activity of training young generations to take part in society by way of encouraging active and informed participation in their democratic society, is an area of study long tied to the quest of answering these questions. METHOD AND RESULTS. Through a systematic review, the current article describes the conceptual evolution of civics education in Spain and the United States in the years 2000-2020. Eighty-four articles were included in the revision and were analyzed and coded qualitatively. Momentous events in both countries are juxtaposed with the academic publications in an effort to track shifts, inflection points, and changes of foci within the fields of study. DISCUSSION. The current article outlines the historical events in each country, such as the anti-austerity movement in Spain and the events of September 11th, as potential milestones within the conceptual evolution of the literature on civics education. This article represents the first phase of a larger research project contextualizing relevant historical events within the body of research in the fields of education, political science, and sociology as it relates to the study of civics education.
期刊介绍：
Bordon. Journal of Education (ISSN: 0210-5934, e-ISSN: 2340-6577), the publication of the Spanish Pedagogical Society, published continuously since 1949. Originally a monthly publication until 1973, it is now published quarterly. It is a scientific journal in the field of education and gives a humanistic and universal view as an aid for education professionals. The purpose of Bordon is expressed in its presentation article (Issue 1, Year 1, May 1949), highly significant for the cultural moment of the times, and in which it makes this brief statement: “We are attempting to provide a service to education in Spain and even worldwide. As grand as our intention may be, we still believe in simplicity. We are not upset by the risk of failure; if Bordón only becomes of interest in the world of culture and education, we will thank God for helping us hit the mark; if, however, we were to see that we do know how to achieve our goal, we would calmly but perhaps slightly melancholically allow this newborn journal to die. And perhaps in this presence of possible failure may be found the greatest guarantee of continuity, because it will be for us like a permanent call of alert.” Bordón. Revista de Pedagogía is present in all the major indices of scientific quality such as the European Reference Index for the Humanities Proquest, Ebsco… Two external reviewers evaluate all its articles, in accordance with the double-blind peer review system.
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