Educating young people about society in China, England, Mexico and Spain: similar approaches to values education from different contexts
Brown, Eleanor; Chen, Daibo; Davies, Ian; Urbina Garcia, Angel; Munguia Godinez, Isabel
Dr Angel Urbina Garcia M.Urbina-Garcia@hull.ac.uk
Director of Postgraduate Taught Programmes and Lecturer in Early Childhood
Isabel Munguia Godinez
Following remarks about the nature and significance of values and values education, generally and more specifically in China, England, Mexico and Spain, we explain the methods used to analyse official policies that apply to moral education, citizenship education and character education. We find similarity across the documents regarding five values-related themes: justice and the rule of law; harmony and tolerance; diversity and non-discrimination; international understanding; and equality. These themes emphasise understanding and knowing, with limited consideration of implementation and privileging of dominant values and contextually relevant considerations. We suggest that across countries there are attempts to develop personally responsible citizens and that further work is needed on how these documents are interpreted in practice by educators.
|Journal Article Type||Article|
|Publication Date||Aug 5, 2019|
|Journal||Compare: A Journal of Comparative and International Education|
|Publisher||Taylor & Francis (Routledge)|
|Peer Reviewed||Peer Reviewed|
|APA6 Citation||Brown, E., Chen, D., Davies, I., Urbina Garcia, A., & Munguia Godinez, I. (2019). Educating young people about society in China, England, Mexico and Spain: similar approaches to values education from different contexts. Compare: A Journal of Comparative and International Education, 1-17. https://doi.org/10.1080/03057925.2019.1647513|
|Keywords||Values education; China; England; Mexico; Spain|
|Additional Information||Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline....ope&journalCode=ccom20; Published: 2019-08-05|
This file is under embargo due to copyright reasons.
Contact M.Urbina-Garcia@hull.ac.uk to request a copy for personal use.
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