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首页> 外文期刊>Journal of Curriculum Studies >Towards an understanding of the means-ends relationship in citizenship education
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Towards an understanding of the means-ends relationship in citizenship education

机译：理解公民教育中的手段-目的关系

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摘要

While it is clear that all educational undertakings consist of ends and means, the relationship between the two is far from straightforward. This article proposes a framework for understanding the relationship in the context of citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil: the schools of the Landless Movement, the Plural School framework in the city of Belo Horizonte, and the Voter of the Future programme, run by the Electoral Tribunals. Case studies were carried out of each, involving documentary analysis, interviews, and observations. Analysis of the relationship between ends and means in each case gave rise to two key frames: the first, 'proximity', refers to the extent to which ends and means are separate or unified; the second, 'rationale', refers to the grounds on which means are chosen. Finally, the implications of this framework for understanding curriculum are drawn out.
机译：显然，所有的教育事业都是由目的和手段组成的，但两者之间的关系却并非一帆风顺。本文提出了一个框架，用于理解公民教育背景下的关系。对巴西的三项教育举措进行了定性研究：无地运动学校，贝洛奥里藏特市的多元学校框架以及选举法庭开展的“未来选民”计划。每个案例都进行了案例研究，包括文献分析，访谈和观察。对目的与手段之间关系的分析在每种情况下产生了两个关键框架：第一，“接近”是指目的与手段分离或统一的程度。第二种是“理性”，指的是选择手段的依据。最后，提出了该框架对课程理解的含义。

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