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A School Effectiveness Approach to Good Citizenship
(Springer, Cham, 2021) Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; López Hornickel, Natalia Verónica; Zúñiga, Carmen Gloria
Schools are traditionally considered agents of political socialization. However, the school’s capacity to promote citizenry among students is often considered limited, in comparison to the expected influence of the socioeconomic background of students’ families. Using data from IEA’s International Civic and Citizenship Education Study (ICCS), this chapter inquires if schools’ differences are related to students’ citizenship norms endorsement, focusing on the relationship between civic learning opportunities and open classroom discussion of schools on promoting citizenship norms endorsement among students. To this end, a multilevel multinomial base category logit model is used, including students’ and schools’ characteristics specifying citizenship norms profiles as the dependent variable. Citizenship norms profiles is a nominal variable, that summarize the way students endorse 12 different citizenship norms, across countries. Results suggest that schools explain a non-ignorable portion of the variance of students’ citizenship norms endorsement. Additionally, civic learning opportunities and open classroom discussion are school practices that promote a comprehensive endorsement of citizenship norms, above students’ socioeconomic background, and students’ civic background across countries. Implications for civic education are discussed.
Constitución, medio ambiente y modelo de desarrollo: la cuestión clave de la gobernanza ambiental
(Catalonia, 2022) Stamm, Caroline André; Maillet, Antoine Vincent; Rivas, Ricardo; Viveros, Karin
Ethical value networks
(2022) Murray, Warwick E.; Howson, Kelle; Bidwell, Simon; Overton, John; Rehner, Johannes; Williams, Peter B. F.
Profiles of Good Citizenship
(IEA, 2021) Torres Irribarra, David; Carrasco Ogaz, Diego
Latent class analysis has been used in previous research to compare the configuration of citizenship norms endorsement among students in different countries. This study fits a different model specification, a homogenous model, in order to produce interpretable and comparable unobserved profiles of citizenship norms in different countries. This analysis was conducted using data from IEA’s International Civic and Citizenship Education Study (ICCS) 2016, which includes responses from students in 24 countries in Europe, Latin America, and Asia. The five-class citizenship norms profiles results and the trade-offs in model specifications are discussed in this chapter. The five-class solution presented here is comparable to previous studies assessing citizenship concepts in various settings
Public affairs education in Latin America and the shape of the state: the cases of Brazil, Chile, and Colombia
(Edward Elgar Publishing, 2022) Corrêa Gomes, Ricardo; Sanabria-Pulido, Pablo; Pliscoff, Cristian; Carvalho Teixeira, Marco Antonio
This chapter explores, from a comparative perspective, the current state of public administration education in three Latin American countries, each with strong similarities and different traditions and emphases on their public administration structures. In doing so, we aim to analyze how the shape and the type of the State have influenced public affairs education in the three countries. We will offer in the first part an overview of public administration in Latin America. In the second section, we will delve into the evolution and the current state of public affairs education at three different levels (undergraduate, master, and doctoral). Finally, according to the analysis in section 2, we will display a comparative analysis aiming to disentangle the particular focus in each country, the differences, and the commonalities to see whether there is a Latin American way of teaching public affairs.
Public Diplomacy in Latin America: An Emerging Field of Practice?
(Routledge, 2020) Aguirre Azócar, Daniel
The chapter surveys the field of public diplomacy (PD) in Latin America. In doing so, it highlights common traits shaping governmental public diplomacy in Latin America. It contends that PD in the region is either being discovered or rediscovered conceptually by ministries of foreign affairs and diplomatic practitioners as digital platforms have compelled foreign policy bureaucracies in each country to undertake the modernization of functions and objectives in the current technological environment. Lastly, the chapter will compare the use of social media—mainly Twitter—by four Spanish-speaking South American countries as a way to exemplify how PD has begun to be “ideationally” assimilated and new institutional practices emerge in Argentina, Bolivia, Chile, and Perú.
Questioning the Conditional Visibility of the Chinese: (Non) Normative Representations of China and Chineseness in Chilean Cultural Productions
(2020) Montt Strabucchi, María; Chan Zi Lin, Carol
Registro Electrónico Nacional de Prescripción de Estupefacientes y Psicotrópicos: una mirada a posibles ventajas y dificultades de implementación
(Pontificia Universidad Católica de Chile, 2024) Altermatt Couratier, Fernando René; Leon Stehr, Paula Jacinta; Goic Boroevic, Carolina; Leniz Martelli, Javiera; Ramos Vergara, Paulina Cecilia; Neyem, Hugo Andrés; Verges Gómez, Álvaro Javier; Aranguiz Villagran, Matías Andrés; Centro de Políticas Públicas UC; Pontificia Universidad Católica de Chile. Escuela de Medicina; Pontificia Universidad Católica de Chile. Facultad de Ingeniería; Pontificia Universidad Católica de Chile. Facultad de Derecho; Universidad de los Andes. Escuela de Psicología
Segregación Residencial, Guetos y Políticas de Dispersión
(Editorial Universitaria, 2013) Ruiz-Tagle V., Javier; López Morales, Ernesto; Arriagada, Camilo; Jirón, Paola; Eliash, Humberto

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