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  • Person: Alviar-Martin, Theresa
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  • Journal Articles

    1. Taming cosmopolitanism: The limits of national and neoliberal civic education in two global cities
    Document Type: Journal Articles
    Source: Asia Pacific Journal of Education, 40(1), 98-111, 2020
    Year published: 2020
    Publisher: Routledge
    This paper analyzes global education policy and curricular documents in Singapore and Hong Kong. Using a discursive approach, we characterize curricular aims through various cosmopolitan perspectives. We posit that although touted as Asian global cities, Singapore and Hong Kong are cases where neoliberal and nation-centric educational agendas have effectively rebranded cosmopolitanism and tamed its transformative potential. To develop this argument, we review theories and critiques of cosmopolitan forms of global citizenship education deemed necessary to prepare young people for complex global social conditions. We discuss cosmopolitan principles on identity, values, and deliberation and draw on critical cosmopolitanism and Asian forms of cosmopolitanism to provide a discursive framework for analyzing curricular intentions in the two cases. Copyright ©Routledge.
  • Journal Articles

    2. Teaching civic topics in four societies: Examining national context and teacher confidence
    Document Type: Journal Articles
    Source: Journal of Educational Research, 101(3), 177-188, 2008
    Year published: 2008
    Publisher: Routledge
    The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United States (N = 1,375) to address civic topics with their students. The authors also used differential item functioning models to examine responses to items from the Teacher Confidence Scale of the International Association for the Evaluation of Educational Achievement's Civic Education Study (J. Torney-Purta, R. Lehmann, H. Oswald, & W. Schulz, 2001; J. Torney-Purta, J. Schwille, & J. Amadeo, 1999). National case-study data explained findings within each context. Results revealed that the confidence of teachers varied when they addressed civic topics. Furthermore, teacher confidence varied as a function of country of residence. Case studies supported quantitative findings. Society-based factors, school-based factors, and public discourse illuminated effects of national context on teacher confidence.
    [Copyright of Journal of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
    http://dx.doi.org/10.3200/JOER.101.3.177-188 ]
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