Patria : nociones de constitución adaptadas al cuarto grado de los programas en ensayo y al cuarto año de los programas en vigencia /

Mode of access: Internet.

Civics and citizenship education in the national history curriculum : conducting the same music or rehearsing an incomplete tune?

This paper raises some questions about teaching and teacher education in the social sciences in response to the decision to implement a national curriculum in Australia. In particular, it contends that the decision to focus on discipline-specific knowledge in the social sciences will not necessarily meet the hopes of the Melbourne Declaration and deliver a 21st century curriculum that prepares students for the future. In doing so, it suggests that social educators need to engage with the broader discourse and political context shaping the push for curriculum reform in Australia and makes reference to the marginalisation of civics and citizenship education in the latest draft of the Australian curriculum: History.

A new civics curriculum for Australian schools : is it national education?

In nation states and regions including Australia, Hong Kong, other countries of Asia, the European Economic Community and elsewhere, Civics and Citizenship education (CCE) is a contested concept. The development of The Australian Curriculum is providing a national opportunity for educators to rethink curriculum priorities and to decide on new emphases for learning in Australian schools, but policy documents have emphasized the importance of CCE for all young Australians. In this paper we discuss the notion of citizenship education as ‘national education’ in Australia. We suggest that while the development of CCE in Australia does include elements of ‘national education’, the new curriculum provides an opportunity to frame the civil, political and social components of CC for young Australians in ways that include local, national and global understandings. We argue that CCE should broaden young peoples’ world views and their passion and capacity to express their own identity, so they can be active and engaged citizens in diverse communities that include their own communities, the nation and beyond.

Contested notions of civics and citizenship education as national education in the Australian curriculum

Civics and Citizenship (CC) education is a contested concept and a learning area that creates curriculum and implementation challenges for schools in many nations. The current development of the first national curriculum to be implemented in Australia, the Australian Curriculum, provides a national opportunity for educators to rethink curriculum priorities and to decide on new emphases for learning in schools, in response to policy that emphasizes the importance of CC for all young Australians. In this paper, we discuss the contested notion of citizenship education as ‘national education’ in Australia, the development of this learning area and some challenges schools will encounter implementing CC in the Australian Curriculum.

Exploring the Potential to Educate “Good Citizens” through the Australian Civics and Citizenship Curriculum.

This chapter examines the ways in which notions of ‘a good citizen’ and ‘civic virtue’ have been conceptualized in the new Civics and Citizenship Curriculum for students in Years 3 – 10 in Australia. It argues that whilst Civics and Citizenship Education (CCE) has, over time and in various ways, been recognized as a significant aspect of Australian education, only recently has attention been given to the relational and multidimensional conceptions of citizenship. Considerations of ‘morality’, ‘a good citizen’ and ‘civic virtue’ offer possibilities to engage with multidimensional notions of citizenship, which acknowledge that citizenship perspectives can be affected by personal, social, spatial and temporary situations (Cogan & Derricott, 2000). In the current statement on national goals for schooling in Australia, which informed the development of CCE, the Melbourne Declaration (MCEETYA, 2008) called for young Australians to be educated to “act with moral and ethical integrity” and be “committed to national values of democracy, equity and justice, and participate in Australia’s civic life” (MCEETYA, 2008, pp. 8–9). The chapter claims that this maximal emphasis (McLaughlin, 1992), based on active, values based and interpretive approaches to democratic citizenship which encourage debate and participation in civil society, was evident in the new Civics and Citizenship Curriculum. However, it contends that the recommendations of the recent Review of the Australian Curriculum: Final report (Australian Government, 2014a & b), will now limit CCE’s potential to deliver the sort of active and informed citizenship heralded by the Melbourne Declaration. This is because the Review advocates for a content-focused minimal (McLaughlin, 1992) emphasis on civic knowledge, with diminished attention to citizenship participation and processes. In doing so, the Review foregrounds conceptions of the ‘good citizen’ in more limited terms of responsibility, obligations and compliance with the status quo.

From users to citizens: Some thoughts on designing for polity and civics

This paper presents an essay aimed at prompting broad discussion crucial in keeping the interaction design discourse fresh, critical, and in motion. We trace the changing role of people who have advanced from consumers to producers, from stationary office workers to mobile urban nomads, from passive members of the plebs to active instigators of change. Yet, interaction designers often still refer to them only as ‘users.’ We follow some of the historic developments from the information superhighway to the smart city in order to provide the backdrop in front of which we critically analyse three core areas. First, the issue of echo chambers and filter bubbles in social media results in a political polarisation that jeopardises the formation of a functioning public sphere. Second, pretty lights and colourful façades in media architecture are increasingly making way for situated installations and interventions fostering community engagement. And third, civic activism is often reduced to forms of slacktivism. We synthesise our discussion to propose ‘citizen-ability’ as an alternative goal for interaction designers to aspire to in order to create new polities and civics for a better quality of life.

Deliberation as a core part of teacher education and civics classrooms

Resumen basado en el de la publicación

Make, buy and and cooperate in innovation: evidence from Uruguayan manufacturing surveys and other innovation studies

Includes bibliography

Strengthening a fiscal pillar: the Uruguayan dual income tax

Includes bibliography

Species of Drosophila (Diptera: Drosophilidae) attracted to dung and carrion baited pitfall traps in the Uruguayan Eastern Serranías

This study investigates the species richness and abundance of Drosophila Fallén, 1823 attracted to dung and carrion baited pitfall traps in natural areas with heterogeneous habitats at the Sierra de Minas, Eastern Serranías, southeastern Uruguay. Collecting was carried out on a monthly basis (May 2002 through April 2003). Drosophilids accounted for 0.84% (n = 131) and 3.61% (n = 158) of the Diptera collected from dung (n = 15,630) and carrion (n = 4,382) pitfall traps, respectively. A total of 12 species were identified, 11 of which belong to the subgenus Drosophila (the richest) and one to the subgenus Sophophora Sturtevant, 1939. Over 90% of the Drosophila specimens collected belong to five species of the subgenus Drosophila, namely D. gaucha Jaeger & Salzano, 1953, D. immigrans Sturtevant, 1921, D. mediovittata Frota-Pessoa, 1954, D. aff. nappae Vilela, Valente & Basso-da-Silva, 2004, and D. ornatifrons Duda, 1927. Drosophila cardini Sturtevant, 1916 is recorded for the first time from Uruguay. Drosophila abundance and species richness in the four habitats sampled in the Uruguayan Eastern Serranías, namely woodlands sierra, riparian forest, pine plantation and grazing grassland, were considered to be a function of habitat conservation. Diversity indices were low in all habitats. Different habitats supported particular coprophilous and necrophilous Drosophila species. The woodland sierra represents the most preserved habitat, and contributed with the highest species richness observed. Drosophila ornatifrons was the dominant species, with a restricted habitat distribution. On the other hand, grazed grassland, an environment modified by livestock management, had the lowest species richness: only a few specimens of D. repleta Wollaston, 1858. Regarding species composition, significant differences were found in some pairwise comparisons of groups of Drosophila species that included D. ornatifrons. Fly attraction to dung can be exploited as an alternative and/or complementary collecting method in ecological studies of Drosophila assemblages in natural areas.

Let’s Require Civics Education at All Levels

A Montana Public Radio Commentary by Evan Barrett.

Improving care of women at risk of unsafe abortion: implementing a risk-reduction model at the Uruguayan-Brazilian border

OBJECTIVE: To describe the initial stages of the implementation of a risk-reduction model designed by Iniciativas Sanitarias to shield women from unsafe abortion in a traditional community on the Uruguay-Brazil border. METHODS: This mixed-design study was conducted first between 22 and 26 March 2010, and then between 2 and 7 May 2011, in Rivera, Uruguay, to gather information from women seen at health centers, healthcare providers, and local policy makers before the project started and midway through the project. RESULTS: At baseline most women and providers considered abortion justifiable only on narrow grounds, yet favored the implementation of a risk-reduction model that would include preabortion as well as postabortion counseling, the former providing information on different abortion methods and their risks. By the midterm assessment, the counseling service had assisted 87 women with unwanted pregnancies. Of the 52 who came for a postabortion visit, 50 had self-administered misoprostol, with no complications. Women were highly satisfied with the counseling. At baseline, misoprostol seemed to be available from both pharmacists and informal sellers. At midterm, it was still available from informal vendors but pharmacists said they did not provide misoprostol. The risk-reduction initiative heightened public attention to the abortion issue but the controversy it generated did not seriously impede its implementation. CONCLUSION: It is feasible to implement the proposed risk-reduction model in a traditional community such as Rivera, not only in Uruguay but in any country irrespective of its abortion laws.

Social civics; our democracy and its problems.

Text on verso of frontispiece and plates.