Figure 1. Results of article search and selection process
SARA KELLS
Universidad Complutense de Madrid (Spain)
DOI: 10.13042/Bordon.2022.90636
Fecha de recepción: 04/08/2021 • Fecha de aceptación: 13/01/2022
Autora de contacto / Corresponding author: Sara Kells. E-mail: skells@ucm.es
INTRODUCTION. How does one learn to live with others? What does it mean to be a citizen in a liberal democracy? How do we ensure the future of fragile democratic institutions? Civics education, the formative activity of training young generations to take part in society by way of encouraging active and informed participation in their democratic society, is an area of study long tied to the quest of answering these questions. METHOD AND RESULTS. Through a systematic review, the current article describes the conceptual evolution of civics education in Spain and the United States in the years 2000-2020. Eighty-four articles were included in the revision and were analyzed and coded qualitatively. Momentous events in both countries are juxtaposed with the academic publications in an effort to track shifts, inflection points, and changes of foci within the fields of study. DISCUSSION. The current article outlines the historical events in each country, such as the anti-austerity movement in Spain and the events of September 11th, as potential milestones within the conceptual evolution of the literature on civics education. This article represents the first phase of a larger research project contextualizing relevant historical events within the body of research in the fields of education, political science, and sociology as it relates to the study of civics education.
Keywords: Citizenship education, Civics, Literature reviews, Democratic values, Social values.
In the aftermath of two world wars, the spread of liberal democracies, the establishment of the United Nations, the fall of the Berlin Wall, massive globalization, and worldwide information interconnectedness, the 20th century provided a variety of backdrops upon which social and civic debates have emerged. Driving questions spurred by historical events with which social scientists have wrestled include, but are not limited to: How does one learn to live with others? What does it mean to be a citizen in a liberal democracy? How do we ensure the future of fragile democratic institutions?
The connections between education and democracy are implicit in most historical and philosophical accounts of democracy (Sant, 2019Sant, E. (2019). Democratic education: a theoretical review (2006-2017). Review of Educational Research, 89(5), 655-696. https://doi.org/10.3102/0034654319862493). While building liberal democracies, education has been considered foundational in the formation of an ideal society, one in which self-determination and proportional representation reign, and in which an informed citizenry constructs their own future. These ideals were instrumental in the standardization and creation of national education systems (Biesta, 2007Biesta, G. (2007). Education and the democratic person: towards a political conception of democratic education. Teachers College Record, 109(3), 740-769. ).
John Dewey’s 1916 work Democracy and Education is considered a pilar within the corpus of literature surrounding the role of education in democratic societies. Dewey, a pragmatic philosopher and progressive in the way of pedagogic principles, defines the social and civil role of education in both its informal and formal representations. The formal institution of educational systems, which bears the responsibility of transmitting the values and identity of any given culture, has the main goal of preparing young citizens for participation in adult society (Dewey, 1916Dewey, J. (1916). Democracy and education: an introduction to the philosophy of education. Macmillan. ).
This goal has historically driven the explicit teaching of the ethics, values, democratic attitudes, critical thinking, and social skills necessary to live harmoniously with others. In 1945, the United Nations Educational, Scientific, and Cultural Organization, UNESCO, was established after the second world war, after a recognition of the need for global education in human rights (Labrador-Herraiz, 2003Labrador-Herraiz, C. (2003). La cultura de la paz, marco para la ciudadanía. Revista de Educación, n.º extraordinario 2003, 155-168. ). The frameworks laid out by the United Nations and UNESCO, both at its inception and in recent years with the launching of the Sustainable Development Goals and the Agenda 2030, rely heavily on education as the motor of values transmission. Across borders and throughout decades, the teaching of the ideals of democratic cooperation and participation has manifested itself under various epistemological umbrellas: civics education, democratic citizenship education, democratic education, education in values and ethics, peace education, etc. While each line of study comes with a broad archive of literature, generally speaking, educating for citizenship can be defined as the preparation of young generations to be informed, active, and engaged citizens in their democratic society (Naval, 2003Naval, C. (2003). Orígenes recientes y temas clave de la educación para la ciudadanía democrática actual. Revista de Educación, n.º extraordinario 2003, 169-189. ). Through the conceptual and theoretical debates of the 20th and 21st centuries, a field of study has emerged in which the formation of citizens for participation in society has been studied through the lens of school programs, research projects, education legislation, and the teaching and learning materials used in schools.
The dawning of the 21st century has brought with it massive globalization expansion, wars on terrorism, the creation and strengthening of regional geo-political blocs like the European Union, global financial crises, the spread of nationalist and populist movements in western societies, and most recently, a deadly global pandemic. Upon this backdrop, the question must be asked: what does active citizenship look like, and how do we prepare younger generations for their future democratic participation in this ever-changing modern world? The current article forms the first part of a much larger research project in which a profound conceptual understanding of civics education in the studied countries is outlined. The scope of the current project is, therefore, limited in nature as it is the foundational step within a series of research projects. Here, the network of topics and concepts published about civics education will be identified and subsequently tracked through the first two decades of the 21st century.
The two countries chosen for study are Spain and the United States. These two nations have a long history of educational interconnectedness, as Spain is the third most popular country in the world for U.S. student exchanges and the U.S. - Spain Fulbright Commission, the bilateral organization that facilitates the mobility of graduate students, and postdoctoral investigators, is one of the most robust exchanges in the world (U.S. Department of State, 2021U.S. Department of State (2021, April 15). U.S. relations with Spain - United States Department of State. U.S. Department of State. Retrieved November 13, 2021. https://www.state.gov/u-s-relations-with-spain/). NATO allies and partners in security and defense, per the Mutual Defense Assistance Agreement and the Agreement on Defense Cooperation, under which Spain has authorized the use of select portions of its territories for United States military use, these two countries have deep military and diplomatic relations (Spain and United States: Renewal of Defense Agreement, 1963Spain and United States: Renewal of Defense Agreement (1963). International Legal Materials, 2(6), 1055-1057. ). The two democratic nations have also collaborated on scientific and technological projects such as the data collection and tracking for Deep Space Network of the U.S. National Aeronautics and Space Administration and the Spanish National Institute for Aerospace Technology which takes place in the Madrid Deep Space Communications Complex (NASA, n. d.NASA (n. d.). Madrid Deep Space Communications Complex – Deep Space Network. NASA. Retrieved November 13, 2021. https://www.mdscc.nasa.gov/index.php/en/start/ ). These time-honored relationships are the groundwork upon which the inclusion of Spain and the United States as countries of study are built.
The main objective of this article is to describe how the concept of civic education has evolved in the United States and Spain during the years of 2000-2020 in the fields of education, political science and sociology through a systematic review of scientific publications in the three fields of study.
Relevant historical moments
As a way of strategically mapping the conceptual evolution of civics education across the three areas of study as well as across time, historical markers will be used as guideposts. First, as a way of hypothesis, relevant political, social, and educational moments in each country have been identified as potential triggers of a shift, turn, or inflection point in the study of civics education. A chronological timeline of these events can be found in Appendix A.
Hypothesis
In Spain, ongoing tension with the Basque group ETA throughout the late 20th century culminated in a series of violent bombings from the mid 1980’s to the early 2000’s (Zabalo and Saratxo, 2015Zabalo, J. and Saratxo, M. (2015). ETA ceasefire: armed struggle vs. political practice in Basque nationalism. Ethnicities, 15(3), 362-384. https://doi.org/10.1177/1468796814566477). During the first years of the 21st century, Spain was facing continuous domestic terrorism threats from ETA which coincided with efforts to work toward a permanent ceasefire. These years of heightened violence culminated in 2004, when a bombing on a train outside of Madrid killed 191 passengers. Initially, ETA was blamed by both the outgoing government and the mass media, allegedly justified in their accusations by the increase of ETA-sponsored attacks in recent years. Only later would it be uncovered that the bombings were carried out by a small group of Moroccan nationals affiliated with Islamic extremist groups. This bombing in Madrid, as an example of national horror directed at first to domestic groups and subsequently to international terrorist groups, could mark a significant moment in the discourse around civics since it brought debates around national identity and domestic conflict to the forefront of the country’s attention. In that same vein, the 2006 Madrid airport bombing, this time claimed responsibility by ETA, was the last major attack by the Basque group before seeking more permanent ceasefires with the Spanish government (Zabalo and Saratxo, 2015Zabalo, J. and Saratxo, M. (2015). ETA ceasefire: armed struggle vs. political practice in Basque nationalism. Ethnicities, 15(3), 362-384. https://doi.org/10.1177/1468796814566477), and could also be considered a potential inflection point in the discourse of civic life and education.
Other potential time markers in the Spanish context would be the introduction of the various national education laws: the LOCE in 2002, the LOE in 2006, the LOMCE in 2013, and the LOMLOE in 2020. These four pieces of legislation were each controversial in their own right and touched on the subject of nationwide civics education in one way or another and are thus potential sources of upticks in academic publications. Additionally, the anti-austerity movement of 2011, often referred to as 15-M, sparked protests, occupations, and demonstrations and marked a clear inflection point in Spanish society, politics, and culture (Vanden et al., 2017Vanden, H. E., Funke, P. N. and Prevost, G. (eds.) (2017). The new global politics: global social movements in the twenty-first century (1st ed.). Routledge. https://doi.org/10.4324/9781315522296). Two political parties were birthed in the two years following this movement and still hold nationwide power today, Podemos, representing the ideological far-left, and Vox, representing the ideological far-right. The 15-M movement is a potential time marker in which movement in civics education scholarship may be seen, due to the eruption of social discourse surrounding capitalism, corruption, basic guaranteed rights, and welfare cuts.
In the United States, several time markers can also be identified as potential triggers for shifts in civics education scholarship. The events of September 11th, 2001 and the faced subsequently named War on Terrorism sparked a cultural reckoning as it related to the definitions of national identity, patriotism, and civic engagement (Isakhan and Stockwell, 2012Isakhan, B. and Stockwell, S. (2012). The Edinburgh Companion to the history of democracy: from pre-history to future possibilities. Edinburgh University Press. ). The following year, 2002, then President George W. Bush launched a new civic education program in hopes of “improving students’ knowledge of American history, increasing their civic engagement, and deepening their love for our great country” (Bush, 2002Bush, G. W. (2002). “President introduces history and civic education initiatives”, remarks of the president on teaching American history and civic education initiatives. September 17. www.whitehouse.gov). Shortly thereafter Lamar Alexander, the former Secretary of Education and current Senator, introduced a bill entitled the American History and Civics Education Act aimed at “teaching the key people, key events, key ideas, and key documents that shape [our] democratic heritage” (National Coalition for History, 2003National Coalition for History (2003). “Senator Alexander’s ‘American history and civics education’ Bill passes Senate”. Washington Update, 9(27).).
As in the Spanish context, other potential time markers in the United States could be the introduction of the various national education laws: No Child Left Behind Act in 2002, The Common Core State Standards Initiative in 2009, and the Every Student Succeeds Act in 2015. Additionally, unique to the United States due to the ubiquitous nature of firearms, is the occurrence of mass shootings and their impact on social and civil life. Saddeningly, many of these shootings take place in schools where children and teachers are victims. High-profile mass shootings in the first decades of the 21st century include: Virginia Tech in 2007, Fort Hood in 2009, Sandy Hook Elementary School in 2012, Aurora, Colorado in 2012, Las Vegas in 2017, Texas church in 2017, and Stoneman Douglas High School in 2018. These momentous historical events tend to beg the question of cultural and social inclusion and exclusion and could have implications on the field of study.
In order to test these hypotheses, the present study will evaluate the fields of study three to four years after the event taking place and identify any shifts or changes in the body of research. This time frame was defined by identifying the following phases of reflection and production after a historical event takes place: 1) period of reflection and defining of a research question, 2) executing a research project, and 3) publishing a scientific article. On average, this process may take an estimated three to four years from beginning to end. Therefore, when looking for the impact of a certain historical event on a body of research, shifts could be expected to be seen three to four years after a given event.
Introduction to the methodology
To achieve the above-mentioned objectives, a systematic review of the relevant literature in the fields of education, political science, and sociology has been executed, as the aim of such reviews is to identify, appraise, and synthesize all the available literature on a chosen topic. Systematic reviews have been utilized in the social sciences as a tool by which large bodies of information can be condensed while simultaneously identifying areas which require further study or in which uncertainty has arisen (Petticrew and Roberts, 2006Petticrew, M. and Roberts, H. (2006). Systematic reviews in the social sciences: a practical guide. Blackwell Publishing.). In the field of education, systematic reviews have gained popularity and have been utilized to inform policy making, practice, and future research (Polanin et al., 2017Polanin, J. R., Maynard, B. R. and Dell, N. A. (2017). Overviews in education research: a systematic review and analysis. Review of Educational Research, 87(1), 172-203. https://doi.org/10.3102/ 0034654316631117).
The current study has established a rigorous protocol by which the review has taken place. Based on the procedural definitions laid out by Lipsey and Wilson (1993Lipsey, M. W. and Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment: confirmation from meta-analysis. American Psychologist, 48, 1181-1209. https://doi.org/10.1037//0003-066X.48.12.1181), Petticrew and Roberts (2006Petticrew, M. and Roberts, H. (2006). Systematic reviews in the social sciences: a practical guide. Blackwell Publishing.), Becker and Oxman (2008Becker, L. A. and Oxman, A. D. (2008). Overviews of reviews. In J. P. T. Higgins and S. Green (eds.), Cochrane handbook for systematic reviews of interventions: Cochrane book series (pp. 607-631). Wiley. https://doi.org/10.1002/9780470712184.ch22), and Newman and Gough (2020Newman, M. and Gough, D. (2020). Systematic reviews in educational research: methodology, perspectives and application. In O. Zawacki-Richter, M. Kerres, S. Bedenlier, M. Bond and K. Buntins (eds.), Systematic reviews in educational research (pp. 3-22). Springer. https://doi.org/10.1007/978-3-658-27602-7_1), the search and selection procedure adhered to in the current study intends to be thorough, transparent, and replicable.
A manual search method was chosen in the compilation of the articles to be studied. Since searches in electronic databases depend on the scientific articles being correctly indexed, errors are likely to occur. The process of hand-checking the contents of key journals in the field of study will allow a greater degree of confidence that all the most relevant articles have been included. Therefore, two sets of inclusion and exclusion criteria have been established in this systematic review. The first, related to the academic journals to be included in the study, and the second, related to the articles in those journals to be included.
Inclusion and exclusion criteria: journals
To begin the process of selecting the academic journals to be included in the review, a search was first performed in the Journal Citation Reports (JCR) database using the latest 2019 rankings. This database was chosen because, compared to other such databases such as SCOPUS or Google Scholar, JCR is used more consistently across all three fields of study as well as in both countries included in the investigation project. Next, JCR-ranked academic journals in the fields of education, political science, and sociology that are published in Spain or the United States were chosen. The results were as follows:
| Table 1. Number of journals indexed in JCR 2019, Spain and USA | |||||||||||||||
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The data exported from the JCR database for each journal included the following information: journal title, category, impact factor, quartile, country of publication, language and publisher. To facilitate the creation and execution of inclusion and exclusion criteria, more information was required for each journal, including: whether the journal uses a blind peer review system, whether it has been published consistently during the years 2000-2020, whether the journal accepts qualitative studies, whether the journal has a general area of focus within its category, and, in the case of educational journals, whether the journal’s scope includes all levels of education. This additional information, all directly relevant to the present study, was found by searching the websites and archives of each indexed journal.
The objective of this journal selection process is to establish a representative sample of journals from both countries that is also feasible to analyze in the time frame foreseen for the study. With the data exported from the JCR database, together with additional information found through the websites of the different journals, the inclusion and exclusion criteria could be established, found below in Table 2.
| Table 2. Inclusion and exclusion criteria for journals | ||||||||||||||||||
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After applying this set of criteria, the included journals were as follows (Table 3):
| Table 3. Results of included journals in Spain and US | |||||||||||||||
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In order to delimit the total number of journals included and ensure a representative sample from both countries, only those American journals with impact factors that placed them in the first or second quartile were included. Given that the United States has a significantly greater number of journals indexed in the JCR than Spain, it was decided to apply more restrictive selection criteria to the American journals. One educational journal, published in the United States, was excluded because it was, in its entirety, not open source.
Journal selection
The list of journals included in the systematic review can be found below (Table 4).
| Table 4. Journals included in the systematic review | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Inclusion and exclusion criteria: articles
Once the academic journals have been chosen, individual scientific articles must be selected. As the present study aims to understand the conceptual evolution of civic education, the articles included should be of a theoretical, descriptive, or qualitative nature. For the search of articles to be included in the study, a set of inclusion and exclusion criteria was established. The inclusion criteria are as follows:
| Table 5. Inclusion and exclusion criteria for articles | ||||||||||||||
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As exclusion criteria, empirical or intervention studies were not included, nor studies published in Spain or the USA whose subjects of study were third countries.
Using the manual search method in the archives of the included journals, individual articles were first evaluated according to their title and abstract for relevance. Articles that clearly met the above inclusion and exclusion criteria were added to a database for future data extraction. In the event that, after evaluation of the title and abstract, it was unclear whether an article met the inclusion and exclusion criteria, the article was flagged for a full-text analysis to decide whether or not to be included. All included articles were added to a database that recorded the following information: journal title, volume number, date of publication, title of article, authors, keywords, abstract, citation, and link to electronic document.
In the identification phase of the search and selection process, 38 academic journals were included in the study; 7 published in Spain and 31 published in the United States. The digital archives of each journal were accessed in order to begin selecting relevant articles to include. The initial phase of this selection process yielded 646 articles screened by their title only. Of these 646 articles, 227 were chosen based on a screening of their title, abstract, and keywords. A total of 81 articles were then eliminated from inclusion for the following reasons: 67 were not openly available, 10 did not fit the inclusion criteria for research method, and 4 were not in the format of a journal article. The remaining 146 articles were then selected to be read in their entirety to determine eligibility. In reading the full text of each article, 62 were excluded for the following reasons: 43 articles did not align with the topic of civics education as defined by the inclusion and exclusion criteria, 18 articles, while qualitative in nature, were based on intervention studies which aimed to measure the effect of a given intervention on a given variable related to civics education, and 1 article was excluded due to an identified risk of bias. In totality, 84 articles were selected to be included in the present review. The results of the above-mentioned search and selection process are visualized in the following flowchart.
Once the search and selection process was complete, the qualitative analysis of the included articles began. The decision to forgo the use of research software to facilitate the data extraction and analysis phases was based on the desire of the author to manually codify, categorize, and extract the data, in alignment with the decision to manually search the archives of each included journal and not rely on digital, online databases. Each of the 84 included articles were read in their entirety and subsequently coded according to their methodology and main characteristics. The codification process of each article was executed in accordance with Strauss (1987Strauss, A. (1987). Qualitative analysis for social scientists. Cambridge University Press. ), Charmaz (2006Charmaz, K. (2006) Constructing grounded theory. Sage Publications. ), and Gibbs (Gibbs (2007). A list of the articles, the methodology employed, and their corresponding codes can be found in Appendix B.
Additionally, articles which were excluded from the review after the initial screening phase are presented in Appendix C, along with the corresponding reason for exclusion. The most common reason for exclusion was the article not being open access. This reason was present only in journals published in the United States, as all included Spanish journals were entirely open access. Curiously, many included American journals were partially open access, that is, selected articles in their archives were granted open access and others were not. How this categorization was made by the journal’s publisher is unclear, yet the seemingly randomized results of some articles being open access and others not had significant repercussions on the results of this review. If all screened articles would have been available to read, the number of included articles published in the United States would have nearly tripled, surely enriching the subsequent qualitative synthesis.
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Figure 1. Results of article search and selection process |
In Figure 2, the included articles are visualized according to their year of publication. The years 2003 and 2004 were especially relevant moments of publication in both Spain and the United States, during which each nation’s sample of journals published their highest number of articles about civic education within the surveyed time range. In the Spanish context, 19 of the included articles were published in 2003 alone. Upon further contextualization, the data shows that 13 of these articles were published in a special issue of the journal Revista de Educación, published by the Spanish Ministry of Education. This special issue, titled “Citizenship and Education”, included 18 articles which were categorized into the following areas: 1) current contexts of citizenship, 2) citizenship education: basic issues, and 3) socio-educational spaces for citizen learning. Juan Manuel Cobo, who authored the introduction of this special issue noted that “the study of citizenship provides an x-ray of the real social situation of individuals and groups. An x-ray not only of data and numbers, but of human faces, since thinking in terms of citizenship entails contemplating people and their circumstances together” (Cobo-Suero, 2003aCobo-Suero, J. M. (2003a). Presentación. Revista de Educación, n.º extraordinario 2003, 5-9. , p. 1).
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Figure 2. Number of included articles per year |
In order to create a conceptual map of the network of topics and concepts published about civics education during the twenty-year period of study, first the articles were divided by country of publication, then according to year. Table 6 summarizes the most frequently published topics during each year between 2000 and 2020.
| Table 6. Most frequently published topics per year | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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In 2003, the year in which the highest number of articles were published in Spanish journals, the most frequent topics of study were 1) the need of peace education as transversal content in educational systems, 2) the definition of peace education, 3) obstacles facing the implementation of peace education, 4) human rights and democratic principles, 5) local, national, regional, and global citizenship, 6) school as a place of moral learning, and 7) practicing democratic life and values in schools. The following year, 2004, was the year in which the highest number of articles were published in the sample of US journals. The most frequent topics of study were 1) what good citizenship is and what good citizens do, 2) the role of civics education in a multicultural society, 3) engaging politics in civic education, 4) civic importance of public education, and 5) the definition of social/civic values: deliberation. The corpus of literature published on civics education in Spain during this peak year was heavily focused on peace education, while the peak year of publication in the United States showed a philosophical emphasis on defining civics and its role in society, and more specifically, in education.
Limitations
As previously mentioned, one key limitation of the present systematic review was the issue of screened articles not being openly available to the public in many American journals. As these identified journals operate under a partially available pretense, certain articles are chosen to be available, and others require payment, permission, or other means of access. Although the scholarly debate around the idea of open access in academic journals is robust and well documented, for the purposes of the current review, this obstacle of access was a severe hinderance in the goal of understanding the evolution of the concept of civics education. While some articles were included from these partially open American journals, they represent merely a third of the screened articles which would have met the inclusion criteria. Clearly, including those excluded articles would have provided a richer vision of how civics education has been studied in American scholarship over the past two decades. For this reason, the researcher proposes an extension project in which a new strategy of selection of American journals is employed.
The results of the systematic revision of the chosen academic journal publications in the United States and Spain show the network of topics and foci of the study of civics education. As previously noted, the peak publication years point to relevant data about trending topics or those of highest impact. The factors which influenced this spike in publication numbers during 2003-2004 in both countries warrant further investigation. During the first three years of the 21st century, Spain was facing continuous domestic terrorism threats from the Basque group ETA, perhaps contributing to the impetus within the academic community to publish on the need for peaceful, democratic, and civil education pedagogies. The qualitative analysis (as detailed in Appendix B) of the articles published in Spain in 2003 show peace education, human rights, the practicing of democratic life and values in schools, and citizenship in a globalized world as repeatedly published topics. As our hypothesis indicates, the time frame between a historical event occurring and the moment in which a shift or change could potentially be seen in the scholarly corpus is an estimated three or four years. In this case, the bombings of 2001 could have played a role in a shift in the literature, arguing for an increased focus on peace education and human rights based on the magnitude of the event and its ripple effect across borders.
Similarly in the United States, 2004 was the year in which the greatest number of articles were published in the sample journals. The events of September 11th, 2001 could have had an impact on the field of study, as the national discourse was centered around ideas of patriotism, security, national identity, and global alliances. Per our hypothesis, this historical moment could be related to the spike in academic scholarship around the ideas of civic education. Since correlation does not signify causation, a clear connection between these events and the increases in publications cannot be defined, but there is a case for correlation between the two.
Spanish journals saw two more upticks in publications surrounding civics education, one in 2011 and another in 2013. As previously mentioned, the anti-austerity movement, 15-M, provided a stunning backdrop on which social and political critiques were launched and scrutinized. The surge in publications in 2013 could be in response to, or at least influenced by the public discourse of the time. The most common topics of publication in 2013 were 1) moral education, 2) the definition of social/civic values: morality, joy, wisdom, care of the self, and otherness, 3) philosophy of education, and 4) the differences between multicultural and intercultural education. The increased focus on philosophy and the works of writers such as Emile Durkheim, Lucius Annaeus Seneca, Michel Foucault, Giner de los Ríos is particularly interesting, while juxtaposed alongside the social and civic movement of 15-M. For many, the 15-M movement was a social and political awakening. The subsequent increase in philosophical reimaginations of civics education, as seen in the included articles from 2013, could be a repercussion of the national dialogue on the literature within the field of study.
While the present study does not aim to unilaterally define civics education writ large, it does aim to describe relevant historical moments in the history of Spain and the United States between 2000-2020 and track any relevant trends in the body of research in education, political science, and sociology. What is clear based on the results described above, while taking into account the various limitations of the project, is that a deeper and more complete recollection of data and subsequent analysis is needed. The next step in the larger research project, of which the current article forms the first part, is a deeper contextualization of these political, cultural, and social events of the 21st century, and their potential influence on the study of civics education.
As predicted, the momentous events of September 11th, the bombings in Madrid, and the anti-austerity movement were mirrored in either surges of publication numbers or shifts in trending topics. The systematic review of the three areas of study in both countries between 2000-2020 provided a timeline of the most frequently mentioned topics, concepts, authors, and areas of focus upon which further contextualized research can be built.
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Comprensión conceptual de la educación cívica en España y Estados Unidos: una revisión sistemática
INTRODUCCIÓN. ¿Cómo se aprende a vivir con los demás? ¿Qué significa ser ciudadano en una democracia liberal? ¿Cómo se garantiza el futuro de las frágiles instituciones democráticas? La educación cívica, la actividad formativa que consiste en capacitar a las jóvenes generaciones para que formen parte de la sociedad mediante el fomento de la participación activa e informada, es un ámbito de estudio ligado desde hace tiempo a la búsqueda de respuestas a estas preguntas. MÉTODO Y RESULTADOS. Mediante una revisión sistemática, el presente artículo describe la evolución conceptual de la educación cívica en España y Estados Unidos en los años 2000-2020. En la revisión se incluyeron 84 artículos que fueron analizados y codificados cualitativamente. Se analizan los acontecimientos más importantes de ambos países junto con las publicaciones académicas en un esfuerzo por rastrear los cambios, los puntos de inflexión y los cambios de enfoque dentro de los campos de estudio. DISCUSIÓN. El presente artículo identifica acontecimientos históricos relevantes de cada país, como el movimiento contra la austeridad en España y los acontecimientos del 11 de septiembre, como posibles hitos dentro de la evolución conceptual de la literatura sobre educación cívica. Este artículo representa la primera fase de un proyecto de investigación más amplio que contextualiza los acontecimientos históricos relevantes dentro del cuerpo de investigación en los campos de la educación, la ciencia política y la sociología en relación con el estudio de la educación cívica.
Palabras clave: Educación para la ciudadanía, Cívica, Revisión de la literatura, Valores democráticos, Valores sociales.
Une compréhension conceptuelle de l’éducation civique en Espagne et aux États-Unis : analyse méthodique
INTRODUCTION. Comment un individu cohabite-t-il avec les autres ? Que signifie être citoyen dans une démocratie libérale ? Comment pouvons-nous assurer le futur d’institutions démocratiques fragiles ? L’éducation civique, les activités formatrices pour entraîner les jeunes générations à faire partie de la société en encourageant la participation active et informée dans leur société démocratique, est un domaine d’étude lié depuis très longtemps à la recherche de ces réponses. MÉTHODE ET RÉSULTATS. Au travers d’une analyse méthodique, cet article décrit l’évolution conceptuelle de l’éducation civique en Espagne et aux États-Unis entre 2000 et 2020. Quatre-vingt-quatre articles ont été inclus dans la révision, et ont été analysés et codés de manière qualitative. Des évènements importants de chaque pays ont été juxtaposés avec des publications académiques afin de suivre les évolutions, les points d’inflection et les changements d’orientation dans les domaines d’études. DISCUSSION. Cet article dépeind les évènements historiques dans chaque pays, tels que le Mouvement des Indignés en Espagne ou les évènements du 11 septembre, comme étant des faits marquants dans l’évolution conceptuelle de la littérature en éducation civique. Cet article représente la première phase d’un grand projet de recherche qui contextualise des évènements historiques importants dans le corps de recherche des domaines de l’éducation, des sciences politiques et de l’éducation civique.
Mots-clés : Éducation citoyenne, Éducation civique, Revues littéraires, Valeurs démocratiques, Valeurs sociales.
Sara Kells
PhD student at Complutense University of Madrid. Sara currently works as the Director of Academic Affairs at the EdTech company Global Alumni as she pursues her doctorate degree in Education.
ORCID ID: https://orcid.org/0000-0003-2499-4428
E-mail: skells@ucm.es
Correspondence address: Facultad de Educación. Universidad Complutense de Madrid, calle Rector Royo Villanova, 1, 28040 Madrid.