Citizenship Education Practices of Politically Active Teachers in Porto Alegre, Brazil and Toronto, Canada

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Previous articleNext article No AccessCitizenship Education Practices of Politically Active Teachers in Porto Alegre, Brazil and Toronto, CanadaJohn P. MyersJohn P. Myers Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 51, Number 1February 2007 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/508641 Views: 123Total views on this site Citations: 18Citations are reported from Crossref History © 2007 by the Comparative and International Education Society. All rights reserved.PDF download Crossref reports the following articles citing this article:Michele Schweisfurth, Matthew A. M. Thomas, Amy Smail Revisiting comparative pedagogy: methodologies, themes and research communities since 2000, Compare: A Journal of Comparative and International Education 52, no.44 (Aug 2020): 560–580.https://doi.org/10.1080/03057925.2020.1797475Yishin Khoo Narrative Inquiry: A Way-Seeking Framework to Re-Search Teachers’ Knowledge of Educating for Citizenship, (Dec 2022): 15–42.https://doi.org/10.1007/978-3-031-18078-1_2Nafees M. Khan Slavery in Secondary History Textbooks from the United States and Brazil, Peabody Journal of Education 96, no.22 (Apr 2021): 150–165.https://doi.org/10.1080/0161956X.2021.1905338Frank Reichert, Judith Torney-Purta, Weihong Liang Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices, Theory & Research in Social Education 48, no.44 (Aug 2020): 552–582.https://doi.org/10.1080/00933104.2020.1795764Tricia Niesz, Aaron M. Korora, Christy Burke Walkuski, Rachel E. Foot Social Movements and Educational Research: Toward a United Field of Scholarship, Teachers College Record: The Voice of Scholarship in Education 120, no.33 (Mar 2018): 1–41.https://doi.org/10.1177/016146811812000305Gustavo E. Fischman, Luis Armando Gandin The pedagogical and ethical legacy of a “successful” educational reform: The Citizen School Project, International Review of Education 62, no.11 (Feb 2016): 63–89.https://doi.org/10.1007/s11159-016-9542-0David Zyngier, María Delia Traverso, Adriana Murriello ‘Democracy will not fall from the sky.’ A comparative study of teacher education students’ perceptions of democracy in two neo-liberal societies: Argentina and Australia, Research in Comparative and International Education 10, no.22 (Mar 2015): 275–299.https://doi.org/10.1177/1745499915571709Salma Gehad Waly Reflections of EFL university instructors on teaching and learning after the revolution in Egypt, Education, Business and Society: Contemporary Middle Eastern Issues 6, no.11 (May 2013): 4–14.https://doi.org/10.1108/17537981311314673Mark Ginsburg, Maria Jose Bermeo, Karishma Desai, Katy De La Garza Multilogue on the Preparation, Practice and Politics of Teachers, (Jan 2012): 1–16.https://doi.org/10.1007/978-94-6209-077-4_1Mary Richardson Assessing the assessment of citizenship, Research Papers in Education 25, no.44 (Dec 2010): 457–478.https://doi.org/10.1080/02671520903045566S. Tøsse Popular Adult Education, (Jan 2010): 162–168.https://doi.org/10.1016/B978-0-08-044894-7.00025-7Louise B. Jennings, Gylton B. Da Matta Rooted in resistance: women teachers constructing counter‐pedagogies in post‐authoritarian Brazil, Teaching Education 20, no.33 (Jul 2009): 215–228.https://doi.org/10.1080/10476210903096047Mark B. Ginsburg, Sangeeta G. Kamat The Political Orientations of Teachers, (Jan 2009): 231–241.https://doi.org/10.1007/978-0-387-73317-3_14Terri Seddon, Phoebe Palmieri Teachers' Work, Power and Authority, (Jan 2009): 463–479.https://doi.org/10.1007/978-0-387-73317-3_30Gustavo E. Fischman, Luis Armando Gandin Pedagogies of Inclusion: Lessons from Escola Cidadã, (Jan 2009): 65–80.https://doi.org/10.1057/9780230622920_5 Joan G. DeJaeghere Citizenship as Privilege and Power: Australian Educators’ Lived Experiences as Citizens DeJaeghere, Comparative Education Review 52, no.33 (Jul 2015): 357–380.https://doi.org/10.1086/588759Tristan McCowan Curricular transposition in citizenship education, Theory and Research in Education 6, no.22 (Jul 2008): 153–172.https://doi.org/10.1177/1477878508091109John P. Myers Democratizing school authority: Brazilian teachers’ perceptions of the election of principals, Teaching and Teacher Education 24, no.44 (May 2008): 952–966.https://doi.org/10.1016/j.tate.2007.09.012