IDIHCS   22126
INSTITUTO DE INVESTIGACIONES EN HUMANIDADES Y CIENCIAS SOCIALES
Unidad Ejecutora - UE
artículos
Título:
Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: An online project in Argentina
Autor/es:
MELINA PORTO
Revista:
Cambridge Journal of Education
Editorial:
Cambridge University Press
Referencias:
Año: 2016 p. 395 - 395
ISSN:
0305-764X
Resumen:
Revista indexada en (http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ccje20#.VoFxALZ97IU):Academic SearchAdvanced Placement SourceArticleFirstAustralian Education IndexBritish Education IndexCommunication & Mass Media CompleteCurrent AbstractsCurrent ContentsEducation Index Retrospective: 1929-1983Education Research IndexEducation SourceEducational Administration AbstractsEducational Research Abstracts online (ERA)Education Resources Information Center (ERIC)European Reference Index for the Humanities, Pedagogical and Educational Research (ERIH) MLA International BibliographyProfessional Development CollectionProQuestPsychology & Behavioral Sciences CollectionPsycINFOResearch into Higher Education AbstractsSCOPUS®Social Sciences Citation IndexStudies on Women and Gender AbstractsSocINDEXTeacher Reference Center Web of ScienceThis article describes an online intercultural citizenship project about the environment in the primary English language classroom carried out in 2013/2014 between Argentina and Denmark. It is part of a network of projects coordinated by Michael Byram (Emeritus, University of Durham, UK) that involves teachers and researchers in Europe, the US and East Asia. The project is framed within the theory of intercultural citizenship in the foreign language classroom (Byram, 2008, 2010, 2012, 2014) and it is the only study set in the primary school context. Furthermore, developments in Latin America in this field are scarce and the study intends to fill an empirical gap. Although the comparative perspective is ingrained in the project, the article describes mainly the Argentinian standpoint.At the same time, and more generally (beyond language education), I will argue, and show, that the project can also be framed within the notion of ecological citizenship (Dobson, 2000a, b, 2003, 2007), understood as a new form of citizenship that presents new challenges to educators. While the notion of citizenship in formal education usually assumes nationalist and patriotic mindsets, in this project ecological citizenship offers a new framework that introduces an international, transnational or global perspective. Furthermore, citizenship education tends to be reserved to secondary civics and social studies classrooms and in this sense, the focus on the primary school context and on the foreign language classroom is innovative in this project.