Browsing by Author "Miranda, Catalina"

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    A divided society: social perceptions about indigenous peoples' rights in Chile
    (2024) Fuentes, Claudio; de Cea, Maite; Miranda, Catalina
    The recognition of indigenous people's rights, both legally and socially, poses a significant challenge for contemporary democracies. This article focuses on the acceptance or rejection of indigenous rights by citizens and elites in Chile, often framed as a debate between multiculturalism and plurinationalism. However, we argue that these labels fail to capture the nuanced distinctions present at the societal level. To address this limitation, we propose a methodological strategy that examines how individuals align themselves with specific sets of rights for indigenous peoples. Through this approach, we identify three distinct groups: pluriculturalists, who support only indigenous cultural rights; multiculturalists, who advocate for cultural rights along with specific additional rights; and plurinationalists, who advocate for the recognition of a broad range of rights. We contend that the political dimensions of recognition - including self-government and territorial autonomies - generate significant controversy within Chilean society and posit that achieving constitutional consecration of these rights is unlikely.
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    Global citizenship and youth: Profiles of perception of global threats
    (Routledge, 2022) Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Villalobos, Cristóbal; Carrasco, Diego; Morel, Maria Jesús; Miranda, Catalina; Rocuant, Adolfo
    This study investigates the perception of global threats among young people. Using data from the 2016 International Civics and Citizenship Study and applying a latent class analysis technique, the chapter classifies students according to their perceptions on global threats in three dimensions: (1) environmental (pollution, climate change, and water shortages); (2) economic (global financial crises, energy shortages, poverty, unemployment, and food shortages); and, (3) sociopolitical (crime, violent conflict, terrorism, overpopulation, and infectious diseases). The results show that students can be categorized into five classes: (a) aware: students who are quite aware of all the threats posed to them in the survey; (b) unaware: students who consider the threats to the future, except for pollution, as mostly not important; (c) aware but conflict senseless: students who consider most of the global threats as important, except for crime, violent crime, and unemployment; (d) aware but climate change and overpopulation senseless: students who consider most of the global threats as important, except for overpopulation and climate change; and, (e) pollutionists: students who consider pollution as important. These classes are comparable across countries, and important regional differences are discussed.
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    Good Citizenship for the Next Generation : A Global Perspective Using IEA ICCS 2016 Data
    (IEA, 2021) Treviño, Ernesto; Carrasco, Diego; Villalobos, Cristóbal; Morel, María Jesús; Torres Irribarra, David; López Hornickel, Natalia; Zúñiga, Carmen Gloria; Miranda, Daniel; Miranda, Catalina; Muñoz, Loreto; Pavón Mediano, Andrés; Isac, María Magdalena; Claes, Ellen; Sandoval Hernández, Andrés; Savvides, Nicola; Kennedy, Kerry J.; Kuang, Xiaxoue; Kuang, Xiaoxue; Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; Claes, Ellen; Kennedy, Kerry J.
    This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law
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    Survey data on the impact of COVID-19 on parental engagement across 23 countries
    (Policy Press, 2021) Osorio Saez, Eliana Maria; Eryilmaz, Nurullah; Sandoval Hernandez, Andres; Lau, Yui yip; Barahona, Elma; Bhatti, Adil Anwar; Ofoe, Godfried Caesar; Ordonez, Levi Astul Castro; Ochoa, Artemio Arturo Cortez; Pizarro, Rafael Angel Espinoza; Aguilar, Esther Fonseca; Isac, Maria Magdalena; Dhanapala, K. V.; Kameshwara, Kalyan Kumar; Contreras, Ysrael Alberto Martinez; Mekonnen, Geberew Tulu; Mejia, Jose Fernando; Miranda, Catalina; Moh'd, Shehe Abdalla; Ulloa, Ricardo Morales; Morgan, K. Kayon; Morgan, Thomas Lee; Mori, Sara; Nde, Forti Ebenezah; Panzavolta, Silvia; Parcerisa, Lluis; Paz, Carla Leticia; Picardo, Oscar; Pineros, Carolina; Rivera Vargas, Pablo; Rosa, Alessia; Saldarriaga, Lina Maria; Aberastury, Adrian Silveira; Tang, Y. M.; Taniguchi, Kyoko; Trevino, Ernesto; Celis, Carolina Valladares; Villalobos, Cristobal; Zhao, Dan; Zionts, Allison
    This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: "parental acceptance and confidence in the use of technology", "parental engagement in children's learning" and "socioeconomic status". The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within subgroups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education. (C) 2021 The Author(s). Published by Elsevier Inc.
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    Understanding the Relationship between Preschool Teachers' Well-Being, Interaction Quality and Students' Well-Being
    (2022) Narea, Marigen; Trevino, Ernesto; Caqueo-Urizar, Alejandra; Miranda, Catalina; Gutierrez-Rioseco, Javiera
    A substantial body of research shows that teacher-student interactions have a significant impact on student outcomes. However, to our knowledge, less is known about the association between teachers' and students' well-being and the implications for teacher-child interactions, particularly in the preschool context. Research Findings. Using ordinary least squares regression, we investigated the association between affective balance and burnout among 28 preschool teachers and the emotional and behavioral problems of 593 students between three and four years old. We found that teacher affective balance-not teacher burnout-was associated with fewer emotional and behavioral problems in children. Furthermore, the different domains of interaction quality affected children's well-being in different ways. Practice or Policy. In initial teacher training and continuing professional development, teachers should be provided with support and strategies to help them manage their mental health and children well-being. Some interventions which have shown encouraging results are discussed.